DOCUMENT RESUME

ED 391 .694 SE 057 845

AUTHOR Munsell, JulieAnnTITLE Powell's Journey: Canyon As Teacher. A Model for

Experiential Education.PUB DATE Mar 95NOTE 118p.; Master's Research Paper, Mankato State

University. Cover title varies.PUB TYPE Dissertations/Theses Undetermined (040)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS *Cooperative Learning; Course Descriptions; *Earth

Science; Educational Strategies; EnvironmentalEducation; *Experiential Learning; Higher Education;Inquiry; *Outdoor Activities; Science Instruction;Science Programs; Scientific Methodology; *StudentCentered Curriculum

ABSTRACTThe concept of experiential education has gained

increasing popularity among many types of institutions andorganizations. Experiential education is an interactive learningprocess between student, instructor, subject, and environment whe..?.the student becomes actively involved with the subject at handthrough discussion, activity, and creative thinking. It combinesdirect experience Cat is meaningful to the student, with guidedreflection Pnd analysis. This report describes a course of study,Integrated Field Study-The John Wesley Powell Journey, thatincorporates experiential learning in its design. This 15 creditcourse was offered through Prescott College's Outdoor Action andEnvironmental Studies programs during the months of October,November, and December of 1992. The course offered a uniqueopportunity to integrate wilderness expedition skills and white waterrafting with intensive earth sciences and scientific research.Appendices include: course proposal, course application, facultyresumes, promotional material, permit processes, equipment lists andmenus, curriculum planning, itineraries, student projects, and thelearning contract. (JRH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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POWELL'S JOURNEY:CANYON AS TEACHER MODEL FOR

EXPERIENTIAL EDUCATIONby

JulieAnn Munsell

"PERMISSION TO REPRODUCE THISMATE IAL HAS BEEN GRA TED BY

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LTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U S DEPARTMENT OP EDUCATIONOffice of EducabonaI Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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VAILA:

POWELL'S JOURNEY:CANYON AS TEACHER MODEL FOR

DCPERIENTIAL EDUCATIONby

Julie Ann Munsell

3

POWELL'S JOURNEY : CANYON AS TEACHER

A MODEL FOR EXPERIENTIAL EDUCATION

A REPORT PRESENTED IN

EDUCATIONAL LEADERSHIP 694 (1), ALTERNATE PLAN PAPER

IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE DEGREE

OF MASTER OF SCIENCE AT

MANKATO STATE UNIVERSITY

MANKATO, MINNESOTA

BY

Julie Ann Munsell

March, 1995

Date

This report is submitted as part of the required work in the course Educational

Leadership, 694 (1), Alternate Plan Paper, at Mankato State University and has

been supervised, examined and accepted by the Professor.

Under the Alternate Plan for the Master of Science degree, this report may be

presented to the student's examining committee as a study offered in lieu of a

thesis.

Table of Contents

Introduction 1

Chapter

I. The What

What was the Intent

What is Experiential Education

What was the Process

The Steps

Systmi Rotations

II. The So What

So What did we Learn

Methodologies

Immersion

Combined Methods

How did we function as

3

3

5

7

8

16

21

22

22

22

24

a group 32

How did we use our time 34

How could this trip be improved 36

III. The Now What 38

Now What do we do with this Knowledge

Applying the Methodologies 39

Lecture / Presentation 39

6

II

11

1

Inquiry / Discovery / Research 41

Cooperative Learning 42

Journal ling 43

Discussion 44

Role Play 45

IIV. The Transference 47

Future Modifications 49

IAppendices 51

IA. Course Proposal 51

B. Course Application 56

IC. Faculty Resumes 59

D. Promotional Material 69

E. Permit Processes 75

F. Equipment Lists and Menu 81

IG. Curriculum Planning 92

H. Itineraries 99

II. Student Projects 107

IJ. Learning Contract 109

7

Introduction

Experiential Education can happen anywhere.The concept of

Experiential Educauon has gained increasing popularity amongst many

types of institutions and organizations. Grade schools, high schools,

colleges, outdoor adventure programs and summer camps alike have all

found their own way of defining and incorporating experiential education

into their philosophies and activities. Each finds value in the role that

experiential education plays in their learning environment. One common

belief that all of these educators embrace is that experiential education

enhances the learning process through being student-centered and

emotionally engaging.,It can happen in the classroom , the forest , or the

home. It certainly doesn't have to happen out-of-doors, but whenever

possible it should present a subject within a context the student can identify

with.

The course of study described in the following pages, Integrated

Field Study The John Wesley Powell Journey, also embraced this belief in

its design.This 15 credit course was offered through Prescott College's

Outdoor Action and Environmental Studies programs during the months of

October, November, and December of 1992. Prescott College is a four

year Liberal Arts school that emphasizes experiential learning and field

studies. A three month course in the outdoors is not uncommon for

8

Prescott College. Powell's Journey, however, offered a unique opportunity

to integrate wilderness expedition skills and white water rafting with

intensive earth sciences and scientific research. We realize not every

institution can offer a three month river trip to their studen.s. However,

this document presents our learning adventure as a model for experiential

education. By making a written document of our learning process we have

created a practical tool that can be used by anyone. In describing our

experiences, we offer specific methodologies and techniques for the reader

to apply to their own teaching situations. The concepts, ideas, and logistical

considerations can be adapted and modified to compliment any learning

environment. We hope that others can learn from our successes and

mistakes just as we have.

The purpose of this document is three-fold. It will examine the

following;

THE WHAT What did we do?

THE SO WHAT So what did we learn?

AND NOW WHAT Now what do we do with this new knowledge?

9

3

Chapter I

The What

WHAT was the intent?

Perhaps it began with the simple desire for a long river journey, but

quickly the academic and educational potential of such a trip emerged. The

intent of this course was to immerse students in the subject at hand and to

inspire learning through daily connections with the course material. What

better way to study the Colorado Plateau than to live on it, breath it , and

get it under your fingernails. This course offered three important aspects

for successful learning; integration of multiple subject areas, continuity of

time and place and a truly student-centered environment. The course area

and course format lent themselves naturally to these criteria.

Integration - Major John Wesley Powell first descended the Green

and Colorado Rivers in 1869. His was a scientific exploration meant to map

the "Great Unknown" and collect numerous facts on geology ,geography,

and human relationships to these arid lands. Prescott College's Powell

Journey reexplored this region in a new light of protection, conservation

and research. Building on the historic theme of retracing Powell's oar

strokes we studied Geology, Paleontology, Archeology, water politics, and

research methods. Inherent to the experience was the integration of

expedition planning, whitewater boating and group processing. From a

wholistic view, this experience integrated body, mind and spirit. The

-

4

physical and mental aspects of the trip were very tangible in the group's

daily experience. Spiritual enhancement evolved with time spent day after

day in these incredible surroundings. A deeper level of understanding

evolved as the group developed a greater connection to the area studied.

Continuity -The continuity of our trip existed in living with the same

group of people, following a continual river system, while working

towards a common goal for three months. This enabled us to link together

several individual lessons and experiences to form a greater whole. Ideally,

Experiential Ed. should be a gradual process, building up momentum and

motivation towards understanding something bigger. Students could

become familiar with individual rock types, the formations made up of

these rock types, and the geologic events shaping the landscape, while

observing the bigger picture of sequence and change along the river

corridor. The continuity of related experiences provides greater

motivation and incentive to learn. Ultimately, the continual success of this

experience must be credited to the students committed investment in

making this course work.

Student-centered - Three months is a long time to be involved in a

single project. It has its draw backs, but it can also flourish if the

investment of all parties is there. The students on this course defined what

it was going to take to mako this trip work. By being involved in all aspects

of the journey they were able to take ownership for academic, logistical

11

1

1

5

and processing phases. These students made things happen . They created

personal goals and objectives, they were task-oriented, took responsibility

for teaching through individual projects, and gave substantial time to

problem solving and decision making. Their roles were many, not the least

of which was rowing the boats downstream through increasingly difficult

whitewater. The teachers for this course provided some structure and some

facilitation. However the key to their role was to guide students towards a

greater and greater level of self-propelled learnin6. In the best of education

situations, the teacher will set the stage for the students to perform.

WHAT is Experiential Education?

Our working definition of experiential education grew out of the

Powell Course. Although it draws on theory, it is primarily based on our

experiences. This definition is meant to be a catalyst for thought, not the

end of discussion. It was the process the asking of the question, What is

Experiential Education? - rather than the definition itself, that encouraged

learning.

Experiential education is an interactive learning process between

student, instructor, subject , and environment. The student becomes

actively engaged with the subject at hand through discussion, activity and

creative thinking. Experiential education combines direct experience, that

is meaningful to the student, with guided reflection and analysis. It allows

for flexibility and takes advantage of teachable moments that may present

6

themselves spontaneously.

Experiential education takes place in a wide range of settings, from

the field to the classroom. It encompasses outdoor activities such as

backpacking, rockclimbing, raft trips and ropes courses, as well as, cross-

cultural homestays, community service projects, urban adventure

programs, cooperative learning in the classroom, and much more.

"Whatever is being studied, the point is to place students into a more direct

relationship with the material. Students are actively engaged- exploring

things for themselves- rather than being told the answers to questions "

(Chapman, 1992, p.17).

Experiential education is defined by the learning process, rather than

the setting or content. It makes the subject pertinent by studying it in

context and/or drawing connections between the subject, the students, and

their world. The student who learns experientially is motivated by the

immediate application of new knowledge or some incentive for

understanding. Experiential education " is an approach that has students

actively engaged in exploring questions they find relevant and meaningful,

and has them trusting that feeling as well as thinking it can lead to

knowledge " (Chapman, 1992, p.18).

Although experiential learning does not have to take place in the

outdoors, the educational setting should provide a pertinent context for the

topic studied. On the Powell course, we were able to learn about Fremont

7

and Anasazi culture and rock art in the environment in which those people

lived. We looked out onto the same landscape as they did. This helped us

try and see the world as they saw it. We learned about geology through the

rock that surrounded us. The same erosional processes that shaped them,

worked on us as well. The subject of paleontology came alive through the

discovery of fossils and the reconstruction of depositional environments by

rock types. Limestones and marine fossils conjured up images of ancient,

shallow seas. Petrified logs, now buried in shale, once grew in a broad ,

meandering flood plain. We learned about geologic history through the

reconstruction of depositional environments and visual evidence of major

earth movements seen in faults, unconformities and dikes.

River rafting became more than an adrenalin pursuit; it was our

means of transportation around which our everyday life revolved. Our

safety, and ultimately the success of the trip, depended on the seriousness

with which everyone applied themselves to learning rafting and river living

skills.

What is experiential education - it is the canyon as teacher.

WHAT was the process?

Putting together a trip of this nature is an organizational giant. The

logistical eonsiderations and administrative steps are numerous and must be

thought of well in advance. Powell's Journey required one year of planning

and preparation. The preparations became more concentrated as the course

8

start approached. During the two months prior to departure it was nearly a

full-time job for a few people. All fourteen participants spent the final

week preparing to go. Developing appropriate curriculum was on going

throughout the preceding year; where as, some of the logistical and

administrative work had to be done in a specific order. The following

section identifies a sequence of events taking place over a years time to

make this trip possible. In both text and appendices, we will describe

exactly what we did , step by step.

The Steps Preparations and Procedures

May 1991

The seed is planted. The idea is born for an extended river trip that

follows the path of John Wesley Powell. Many thoughts surface and the

concept of a multi-discinplinary course begins to take shape. Enthusiasm is

high.

Summer 1991

Soon to be trip leader and course instructor,Julie Munsell takes steps

in proposing this new course idea to Prescott College administration.

Before presenting the idea to Program Council the following needed to be

considered:

9

-Course description / General curriculum

-Time of course offering*

-Who should teach the course

-Who should be enrolled in the course

-Course budget / equipment needs

Outline approximate student expense

General Itinerary

* It was determined that the best time frame for this course would be

the fall quarter (October-December) as opposed to either spring quarter

(February-April) or the summer months (June-August). Weather, permits,

crowds, and the school calender were all factors. Because the trip was to

start as far north as the Wyoming/Utah border, the time of year was

important as far as temperature and run-off. This made the summer

months attractive, February an impossibility, and October a viable option.

Three months were considered necessary to complete the trip, based on a

ten mile per day average. Permits for this stretch of water are acquired

through a lottery system during the "high-use " period (May-September).

The lottery is quite competitive for any one section of river, let alone

trying to link up several sections with just the right permit dates. The

"high-use" period means just that as well and it finally seemed more

favorable to live with slightly cooler weather conditions and much less

human contact.

10

Fall 1991

-Sharing ideas with other Prescott College faculty and experienced

boatmen helped to round out the package presented to Program Council in

November '91 (see appendix A). The course titled An Integrated Field

Study : Powell's Journey , was approved by December '91 and added to the

curriculum for the following fall quarter. Student interest had already been

generated through the rumor mill and now there was truly something to

get excited about.

January 1992

-The course is officially advertised to the student body and a meeting

date is set for interested persons.

-Applications are designed for prospective students.The application

emphasized "individual student projects" as a key factor in selecting

participants (see appendix B).

The trip itinerary was planned more specifically so permit needs

could be specified.

-Additional faculty had not yet been determined at this point as there

were no interested or available faculty within the Prescott community.

Munsell researched outside possibilities.

February 1992

-Ideal adjunct faculty for this course would be both environmental

scientists and white water rafters. Andre Potochnik and Christa Sadler fit

11

this description as well as being experienced educators, intimately familiar

with the Colorado Plateau. After learning more about Prescott Colleee and

the Powell course specifically, each decided to join the team and teach the

environmental studies portion of this class (see appendix C).

-On February 13, 1992 a preliminary meeting was held at Prescott

College for all interested students. The meeting was publicized in the

student bulletin, posters around the college and by word of mouth. The

meeting attracted over 30 students and a high level of interest was

generated around campus. Creative ideas for individual student projects

were already being discussed. Julie Munsell directed the one hour meeting.

The agenda include an explanation of the course, dates involved, and the

student commitment required. The importance of students generating

individual project ideas was emphasized as a critical component to the

application process.

March 1992

-The instructors reviewed student applications and selected 11

students for the trip, along with a wait list of five. One of these students

was to serve as Teaching Assistant for the course as well as a primary

boatman. In choosing participants the emphasis was not so much on

background and experience, but more so on how well a student articulated

their personal commitment to the trip and their understanding of group

mentality. They looked for creative student projects that fit well in the

1")

scope of the course and added overall diversity to the group experience.

Students were notified of their acceptance in the class and everyone

chose to enroll.

One student , Eric Howard , took on the task of creating

promotional material for the trip and began to solicit sponsorship of all

kinds. He traveled to Washington D.C. at his own expense and established a

relationship with both The Grand Canyon Trust and the Smithsonian

Institute. More promotional work was to follow (see appendix D).

Permits were being processed at this time for the four sections of

river that require special boating permits (Canyon of Lodore, Dinosaur

Ntr. Monument; Desolation and Gray canyons, B.L.M.; Cataract Canyon,

Canyonlands Nth Park; Grand Canyon, Grand Canyon Nt1'. Park). The

specifics of the permit systems affecting this trip are explained in detail

(see appendix E).

April 1992

Students all participated in collecting addresses and phone numbers

of potential sponsors. A long list of equipment manufacturers was

generated to send promotional material (see appendix D).

May 1992

-Environmental studies faculty made a reconnaissance trip to Utah to

gather written material and make contacts with other people that might

serve as useful resources to the trip. They purchased a great number of

13

books and maps that contributed to a very extensive library collection

carried on the trip. They met with some people that would later participate

in the course, giving guest lectures and the like.

-Trip leader Munsell also visited Utah that month to teach a shorter

river course for Prescott College. Connections were made for resupply

caches and shuttles necessary along the 750 mile river journey.

June August 1992

-Equipment lists generated (see appendix F).

-Extra effort was given to promotional work at this time. Brochures

and cover letters were designed to present the essence of the trip as well as

specify sponsorship needs. Promotional brochures were mailed out to

potential sponsors and the overall response was very favorable (see

appendix D).

-Instructors put a great deal of energy into creating the scope and

sequence of the course and doing curriculum planning for specific

presentations. Having never run this course before it was difficult to know

exactly what teaching opportunities would present themselves on a daily

basis and how much material we could realistically expect to cover in three

months. As expected, we over planned (see appendix G).

September 1992

-As the trip departure approached we all became increasingly busy.

Several students were able to dedicate their free time to preparation and

0

14

help with the numerous errands, lar.ge and small.

*Equipment inspection and maintenance.

*Receive shipments from equipment sponsors.

*Keep up with correspondence to sponsors.

*Preliminary menu planning, determining number of river

days between resupplies and numbers of off-river days during

resupplies.

*Coordinating with the college's logistics manager on equip.

check-out.

-It was also during this time that a special connection was made with

the Glen Canyon Environmental Studies project. Efforts on behalf of

Sadler and Potochnik made it possible for our class to serve as volunteer

researchers for the G.C.E.S. Our permit in Grand Canyon was issued

under the auspices of G.C.E.S. and was an official research permit. This

not only assured our ability to float the Grand Canyon but more

importantly provided the students with a valuable hands-on experience of

doing field research and collecting scientific data. This was a major

highlight for us all.

October 1992

-The class officially begins and the expedition is underway through

December (see appendix H). The majority of student projects are

determined pre-departure and carried out throughout the trip (see

15

appendix I).

Menu planning was critical to the success of the trip and group

morale. The students were responsible for devising the entire food plan

(see appendix F).

System Rotations

Althou2h we wanted to allow for spontaneity and flexibility in our

daily lives, we decided to incorporate structure into some of our regular

group chores and the sharing out of the different boats. By adding

structure we felt we were gaining freedom. Rotating daily work tasks

assured that each student would learn the various living skills and take

responsibility for all aspects of the trip at some point or other. We set up a

rotational system that included three work categories including a "free"

day. This insured that a student had justified time off from group

responsibilities and was able to feel comfortable tending to personal needs.

Some jobs were more demanding than others, with cooking and clean up

being the most time consuming. We decide to try our rotation system for

work crews for the first ten days and see if we liked it or preferred to be

less structured. After ten days we decided that we wanted to keep a rotation

system, but that we could modify what we had been doing in order to have

more designated free time per person. The initial crews were four and five

people with an instructor in each group. This was useful to start with, as

people were just becoming familiar with the various tasks, but after a week

everyone became very efficient and less hands were needed for a given

chore. Our preferred rotation system for daily work evolved into the

following:

* Cook crew Responsible for kitchen set up, food preparation, and

17

clean up.

* Miscellaneous - Rinsed out the boats, gathered wood, set up the

toilet system,settled river water, pumped purified water, and other assorted

odd jobs.

* Free day - Personal time for studies, hikes, napping... No

obligation to the group unless voluntary. This group did however help in

loading and unloading the boats.

*The rotation would change with each new camp. In other words

when the group would get off river and derig at a new camp then work

crew "x" would be responsible for dinner that night, breakfast the

following day and packing a lunch for that river day. At the next camp

crew "y" would be the cooks, etc.

*The sequence for jobs was 1) cook crew 2) free day 3) misc. 4)

free day

Each crew would cook every fourth day. Not bad.

*We had 14 people, so each crew had either three or four people.

This seemed to be more than enough to get the job done.

*Our group opted to change crews around every ten days so that

18

'everyone had a chance to work with all the people in the group. Good idea

for a long trip.

*The students could have opted to do away with the rotation after a

few weeks, but decided this system was pretty agreeable to all involved

and seen: d to allow for the most clearly defined personal time. The

rotation also insured that everyone would work with everyone else at some

point or other.

Other rotations:

We found that this idea of rotating crews carried over well into

other aspects of the trip. We used it in both the raft rigging procedure and

to determine who would be in what boat on a given day. We had five rafts

on the trip and five primary boatmen. Each boatmen had responsibility for

a given craft that they stayed with for the most part. (This definitely varied

some along the way, especially during long stretches of flat water.) The

remaining nine people would rotate daily through the five boats, one of

which was a paddle boat. The paddle boat had six total persons and each of

the four oar boats had two. Students would alternate being in the paddle

boat one day and an oar bont the next. They would also rotate from one oar

boat to the next so as to experience not only different boat set-ups, boat

19

also the different teaching, styles of the five primary boat persons. We kept

track of this system on paper because it did get difficult to remember. We

diagramed the boats as shown and then the student names were rotated

through the numbered positions.

Example: 1) Marc 2) Jhala 4) Jim 6) Marya 8) Eric

3) Kim

5) Matt

7) Kirsten

9) Andy

The following day each person would move ahead one number. Marc

would be 2, Jhala would be 3, etc. Number 9 would rotate to the top again

and this resulted in back to back paddling days.

The boat rigging rotation was quite simple. The primary boatmen

would oversee the rigging of their boat and have the help of two others.

Once the students became familiar with their rigging system we would

20

switch one person out to learn a new system and one person would stay in

to teach the newcomer their system. We did this for a while until students

developed alot of versatility and creativity in their rigging style. Eventually

people just started helping rig the boat they would be in that day.

REFERENCES

Chapman, Steve (1992) . What is the Question? Journal of

Experiential Education,15, 16-18.

1

1

Chapter II

The So What

The canyon as teacher encouraged unstructured time for observing

and absorbing . Being mindful and cognizant of our immediate

surroundings allowed for the purest form of experiential education. The

teachable moment presents itself continuously if you take the time to

notice.

"Experiential education is a joyful awakening of body, mind and

spirit."

We are not advocating a total lack of structure, nor are we

discounting the value of lesson plans, curricular sequence, or even formal

lectrre. However, the canyon as teacher reminded us daily to be

spontaneous. Their is great educational value in simply connecting with

your surroundings either through an adventurous pursuit or quiet

reflection. By being intimately familiar with the environment , our

wilderness classroom, the students developed an incentive to learn. They

desire a greater understanding of the environment, because they know it in

a personal context. Knowledge and understanding begin with appreciation

and result in a positive stewardship for the earth.

So What Did We Learn?

This section evaluates the success of this experience as an educational

journey. We did some things right. We could have done some things better.

Below we will address the following questions as they relate to our three

month river course.

What did we do right ?

Identify some of our greatest experiential education successes.

Describe the most effective methodologies for teaching.

How well did we function as a group ?

How well did we use our time ?

What would we do differently the next time around ?

Methodologies

Immersion - The course worked because the students were

surrounded by the subjects studied. Seeing it, touching it, breathing it and

getting it under your fingernails allows the student to put the subject into

context. Attaching personal experiences to learning, provides the intrinsic

motivation that makes new material retainahle.

n9

I'm able to recall much of what I learned on this trip, because I have a

visual record of it in my mind. " Rob Noonan

The students may not have emerged from this trip as text book

geologists, but they also will never forget the hike they made up a side

canyon to see and touch "The Great Unconformity" for the first time. That

geology lesson is etched in their minds.

" It becomes apart of you. It's in your bones...and makes me more of who I

am."

Jhala French

On the Powell course we learned about the Fremont culture and rock

art in the environment in which they had lived. We looked out on the same

landscape and tried to see the world as they had. We learned geology from

the rocks that made up the canyon walls and realized the same erosional

processes that shaped them were working on us as well. The subject of

Paleontology came alive through the discovery of fossils and the

reconstruction of depositional environments now locked in rock

formations. Limestones and marine fossils conjured up images of ancient,

shallow seas. Petrified logs, now buried in shale, were once growing

abundantly in a broad, meandering flood plain. Visual evidence of major

earth movements were seen traveling through fault zones or past intrusive

dikes. Similarly, the student's white water boating skills improved by

virtue of dealing with the subject at hand and learnin2 to maneuver their

crafts to avoid great natural consequence. Their is no greater teacher than

the canyon itself.

Combined Methods Our most effective teaching strategy was to

combine various methodologies either in a single lesson or, at the very

least, through the course of a single day. Doing so had three distinct

advantages: 1) Diversity keeps the attention of the class. 2) Each lesson can

be assessed for what methods are best suited towards the goal. 3) Using

multiple strategies for teaching addresses the greatest number of learning

styles.

Examples:

- 30 minute lecture preceding an on sight visit to a dinosaur quarry.

- 1 hour discussion on the pro's and con's of hydroelectric power followed

by a 1-2 hour role-play debating differing views over a proposed dam site.

A presentation on paddling skills was applied to a student paddle team

using cooperative learning to get safely downstream.

Everyone learns differently. Our group exemplified this in that some

were avid readers, others excelled in writing, some were strong

contributors to discussion and two students had technical "learning

disabilities" . One of our students excelled in a way different than any of

1

1

1

15

the standard forms of learning, yet it was clear to the instructors that he

was gaining new information.

Jack was known in the group for his adventurous wanderings. He

took long walks, found himself on steep hillsides and collected things as he

went. Being a photographer, Jack always paid careful attention to detail.

Given the opportunity to roam around and explore, Jack developed his

intrinsic motivation to understand his surroundings and ask questions. He

would bring his findings back to the group as a source of curiosity and

wonder; a unique rock type or fossil, bones , pottery chards or a story. He

became familiar with the landscape and key landmarks through his

discoveries and was able to make connections and piece together

information for a greater understanding of the whole. By virtue of his

questions it was evident he was learning.

Discovery - Some of the best learning happened by accident. The

things you can not plan for, those teachable moments, often present the

most valuable learning experiences. This is the canyon as teac)-ia. Although

we find this to be an area of needed improvement, we know of its value

because of the significant times the canyon reminded us to be alert and be

available to its teachings. One story depicts this best:

Off on a side hike we came across some indian petroglyphs. We

took the opportunity to sit down and talk about what we were seeing on this

particular panel. As the discussion waned and became less formal students

f 0

')6

started wandering around to explore. One student commented that this

might be the perfect place to find a basket. Speaking only in jest the student

was beside himself when he and another came across an old basket. This

raised quite a stir in the group and everyone gathered around to have a

look. The basket was far from accessible, being tucked down in a crack and

partially covered in dirt, but was clearly a basket. What should we do now?

It seemed obvious to some, we leave it where it is. Yet it made sense to

others that we try and dig it out to better examine it. A third opinion

explained that the appropriate thing to do would be to report it, so it is

properly excavated by experts. Each opinion held deep reasoning and as

everyone made their point the matter became emotional and somewhat

heated. We returned to camp for lunch and further discussion. On the walk

back people clearly paired up with who they seemed to be in agreement

with. The debate continued, now in a somewhat formal fashion of circling

up and making sure everyone had an opportunity to express themselves. It

became a very serious topic as all sides of the coin were explored and

came to a difficult point of trying to make an agreeable decision. One

person proposed that, although some people wanted to see the basket

removed, it was probably more important to honor the feelings of those

who wanted to leave it alone and just be glad for the joy we had in

discovering it. More importantly we recognized the extreme value in

dedicating ourselves to the past five hours of discussion. This stood out as

the most honorable and notable part of the whole experience. It wasn't so

much that we had found a basket , but that we took the opportunity to

explore values, express ourselves, ask questions, and try and put ourselves

in others shoes. The discovery of that basket opened the door to

experiential learning and personal growth that we all could embrace.

Discovery learning also occurred on a daily basis through the use of

boating skills and the challenges of day to day living. Putting up a kitchen

tarp in strong up canyon winds is cause to "discover" improved shelter

techniques. An oarsman that runs a boat broadside onto a rock quickly

"discovers" why that should be avoided and how that needs to be dealt with,

once it has happened. Natural consequence is a great teacher. More

discussion on the Discovery method is given in the section exploring ways

to improve upon our course .

Journalling On the Powell course, as is true with most any Prescott

College course, journalling accompanies all other teaching/learning

methodologies. A great deal of emphasis is placed on the importance of

documenting your learning. No matter how the material is presented or

what a student chooses to study, the journal can be used as a way of

expressing your understanding of the topic. Recording information and

doing original writing demonstrates that the material was heard , or read,

and that the student has given their own thoughts and ideas to the subject

matter. The "field notebook" held this role on the Powell trip. It was used

98

primarily to record daily field observations (is. weather, rock I.D.,

significant landform changes, petroglyph sites), as well as lecture notes,

answers to study questions, diagrams, and personal writings. The use of

study questions became an effective tool for journalling and discussions.

One or two study questions were presented each morning. They could

almost always be answered by making observations of the area traveled

through that day or by doing a small amount of research. Ideas were

recorded in the field notebook and then shared in discussion.

The Learning Contract - The Learning Contract is used for virtually

all classes at Prescott College (see appendix J). It is an opportunity for the

student to direct their own learning by setting individual, obtainable goals

for a given class. The course content and the instructor will cutainly

influence,what each student contracts to do. However, the contract also

allows for creativity in determining how certain goals will be reached and

can be used to identify the student's areas of special interest.

Contracts are written in three parts; goals, objectives, and evaluation.

The goal describes, in general, what a student wants to get out of the

course. Objectives list specific things the student will know at the course

end and by what means they will fulfill these objectives. Objectives are

measurable and should be written so that the instructor can clearly judge, at

the course finish, whether this thing has been accomplished. "---4or example:

Bad objective - I will know about the plants that grow along the river.

29

Good objective - I will be able to identify 10 new riparian plant species and

will keep a log of where these species were predominately seen.

The instructors on the Powell course identified some perimeters for

student contracts. They described what they intended to cover as base

knowledge and listed some academic expectations. The students chose

individual topics of study for both a short presentation as well as a more

extensive presentation/paper. The student may chose to place more

emphasis on one aspect of the course than another, but ultimately the

instructor decides whether a student's contract represents enough work to

constitute full credit.

At the end of the course, both the student and the faculty person

write narrative evaluations of the student's work and each appears on their

official transcript. The evaluation compares the student's completed work

with their original objectives and describes to what degree the objectives

have been met. An evaluation gives an overall impression of student

performance and may point out areas the student excelled in and areas they

could stand to develop. A letter grade accompanies the evaluation at the

student's request.

Student Projects Probably our single most significant educational

success was the use of student projects. Partially because they required self-

direction from the student, but more importantly, the caliber of student

projects erased the distinct line between student and teacher. This course

30

was not meant to be an experience where the teacher did the teaching and

the student did the learning. The roles were to be more equally shared than

that. Everyone was a teacher and everyone was a student. Certainly the

instructors played a guiding role, but gradually that role became less

influential and the course evolved into a shared teaching/learning

experience for all involved.

From the onset, an emphasis was placed on the role of student

projects. The application process for the course encouraged that students be

creative in developing an independent project idea. Student projects would

contribute several different topics, of related areas, to the course

curriculum and be an important part of the student's final evaluation. The

students could focus their study on any area they chose as long as it could

be related to the overall theme of the course. Their application for the

course included an explanation their project idea and how it fit into the

scope of the journey. About 50% of the students chosen for the course

stuck with their original project idea. Others switched topics, but identified

what they would study before the trip began and only a few chose an area

of interest after the first week of the trip.

Self-direction was demonstrated through all phases of a student's

project: selecting a topic, pulling together useful resources to bring along

on the trip, make the time throughout the trip to read, collect information

and prepare their work into presentation form, as well as a 5-10 page

`17

31

paper. Along with the primary project , each student was asked to do a

short presentation on geology or another topic of their choice.

Students were encouraRed to m-ke their presentations as experiential

as possible. This was a notable success. All the students found ways to make

their teaching more participatory or in some way engaging. They drew

diagrams, built sand models, told stories, facilitated imagery, presented

their topics in appropriate settings to put their subject in context or even

resorted to bringing sticks and marshmallows to the fire for a lecture.

Giving students some choice in what they are studying and allowing

for self-directed achievements provides them empowerment. It tells the

student that what they want to study is as valuable as what the instructors

want them to know . Choosing their own research topic gives a sense of

ownership to the study, which again, is self -motivating. The opportunity

to teach and share information about their topic enhanced the students

learning and solidified their understanding of the subject.

The G.C.E.S. research project, undertaken during the Grand Canyon

phase of the course, was yet another opportunity for teachers and students

to equally contribute effort towards a common goal. Everyone had

significant roles in the data collection and writing the final technical report.

The opportunity to work as volunteer researchers for G.C.E.S., provided

both an excellent "hands-on" learning scenario and a practical situation

where teachers and students could help each other succeed.

31

How well did we Function as a Group?

The group dynamic was in many ways the highlight of the course.

From the onset we established a tone of "positive expedition behavior". AS

a group we defined this as being a balance between one's commitment to

the group and taking adequate personal space. "Time out" was equally as

important as "time on", especially for a trip of this length. Part of this

success was inherent to the personalities on the trip. There were individuals

with many varied backgrounds working towards a common goal. This

group of students was motivated and invested in making this trip work.

There were, however, ways that we knew we needed to consciously operate

in order to keep that balance between group and individual. Things we

considered important to living in an extended group setting are as follows:

Who are the players? Choosing students appropriate for the course was

key. Be it academic suitability or simply knowing that a person can handle

the rigors of the experience, it is important to closely evaluate who is

chosen to go. Balance the males and females as best possible without being

too discriminatory. Consider what effect a "couple" may have on the

group dynamic. Is their relationship mature enough to resolve conflicts or

have intimacy without being exclusive to the group? Are the student's

reasons for wanting to participate congruent with what the course will

offer? Check references and be selective in forming your group.

33

Communication Talk alot! Make group meetings a regular part of your

daily lives.Call people together in a circle even for brief announcements to

make sure everyone is getting the same message. People appreciate

knowing what to expect. Circles are especially important for long

discussions or academic sessions. Circles create equality with no front,

back, or ends. Plan debriefs for key points in your course. Review with

your group how to give and receive feedback. Coming together in a circle

creates a safe environment for people to bring up ideas, issues and

conflicts. Talk often as a group, but avoid trying to communicate if people

are too tired, cold or hungry. Meet basic needs before long group

discussions. Set up a couple of one to one sessions with each student in the

group throughout the course. Individuals respond well to personal

feedback and knowing that the instructor cares about them as a unique part

of the group. The setting of an expedition naturally creates cohesion in a

group. Group members depend upon one another, work together as a team,

build trust, share joy, fear and exhaustion. Creating time for spoken, or

written, reflection can only enhance these experiences. Talk alot and listen

carefully.

Develop rotations of responsibility As discussed in the "What" section,

rotations structure in "on time" and "off time" . Group members know

when they can take personal space. Rotations are best when they have

people working with everyone in the group at some point in the trip. Boat

34

rotations worked well as people would be a part of the six person paddle

team one day and a two person oar team the next. One setting was very

social and the other more relaxed and private.

Consider Holidays At some point on an expedition everyone feels a

longing for home. This can be especially true at holiday times. Give special

attention to peoples birthdays and other events that occur during the trip.

Plan ahead so you are prepared for holidays with things that will make that

day unique and memorable. Celebrating Christmas was especially

important to our group as it is not only a major holiday for most people,

but it was also within the last week of our trip when everyone was

beginning to really miss home.

How well did we Use our Time?

An ongoing theme for us was "too much to du and too little time".

Daylight hours were scarce, because of the winter season. Moving

downstream and everyday chores left little time for academics and even

less for personal time. It was difficult to work at night in the cold, with

limited light, after long strenuous days. In considering future changes and

improvements for this course, we would certainly look at ways to better

focus our use of time. However, with as much as we may have learned

about managing our time, we can certainly identify some clear indications

of good time management.

E.Itztr. , - -, si,A,s-.1s

35

- We stayed on our schedule. In general, we were able to very closely

follow our preplanned itinerary. We made cur permitted launch dates

without difficulty and were able to have some layover days without travel.

We were logistically organized. Resupplies were efficient and well

thought out. Virtually no time was lost to flaws in logistical preparation

and procedures.

We covered a great deal of academic material. Perhaps too much in too

little time, but we were impressed at the level at which students were able

to recall things learned on the trip. On the last day, of this 75 day course,

we retraced the entire route from a geologic perspective. Instructors

facilitated a mile by mile review of the route's geologic history and

students were all able to contribute to an amazingly thorough debrief of

the information learned.

- Rotations made for well defined free time and work load expectations.

Boat rotations allowed for everyone to become equally skilled oarsmen and

paddle boat captains.

Probably the best ways for us to have improved upon our time

management, would be to narrow the academic focus and cover less ground

in the same amount of time. The primary reason for doing either of these

things would be co increase the amount of time we had for off-river

exploration.

36

How coL ,d this Trip be Improved?

This question really serves as a leading to the "Now What" section of

this document. How we see this trip being improved upon, answers the

question "Now what do we do with all the experience and learning

acquired during this three month journey?" Various suggestions have been

made throughout this document as to how we could make this course an

even greater success in the future. One key point that is continually

referred to, or eluded to, is that a trip of this nature needs to allow for

more opportunity for the canyon itself to do the teaching. This can be

achieved simply by structuring less and experiencing more. In no way do

we wish to imply that structured academics don't have a place in this setting

indeed they do have an important role to play. But time arid again we

were reminded that the most valuable lessons and memorable teachings we

had, were unplanned. They came to us through the spontaneous experiences

we had when we made room for "discovery" and took time to explore our

immediate surroundings. At times we would be so involved in a planned

progression or predetermined objectives that we would lose sight of the

teachable moment and the questions the canyon was presenting right

before our eyes. The final section of this document addresses ideas for

further building on the educational potential of this type of experience.

37

Chapter III

The Now What

Now What do we do with the knowledge gained on Powell's Journey ?

How do we make the Canyon as Teacher accessible to others?

How can the concept of "learning by doing" be adapted to any educational

setting?

This section explores possible modifications for a subsequent Powell

course, as well as transitioning our experiential journey to suit more

traditional educational environments.

Powell's Journey is a successful model for experiential education.

However, it is a rare opportunity to have a 3-month river trip as your class

room. On the Powell course, while the river was our vehicle, it was really

the methodologies that made the learning experiential. This section

identifies the concepts and strategies that made Powell's Journey impactful

and describes how they can be modified to fit use in the classroom.

"One of the most valuable things this form of education has taught

me is how to learn... I wish that I had come upon this method for learning

a long time ago." (Student quote)

The essential factor in making the Powell course a success was giving

the academic subject pertinence, by putting it into context. We were

studying the Colorado Plateau, so we went to the Colorado Plateau. The

38

students absorbed information and developed academic understanding,

because the subject was personal and meaningful to our daily lives. When

there is a tangible reason to obtain new knowledge and the subject is

relevant to the student's life, there is an intrinsic motivation to learn. Any

teacher can engage students in the learning process by drawing connections

between the subject, the student and the world they live in. The use of

local resources, local environments, and students' individual curiosities,

gives pertinence to academics. Students will learn and retain more

knowledge, through practical application of new skills, examples of how

the subject relates to their personal lives, and the freedom to spontaneously

ask about things of interest to them.

Remember struggling over 9th grade Algebra and asking yourself,

"Why do I need to know this?" "When will I ever use this again?". The

lack of pertinence formed a mental block to learning. Most people have

the desire to learn and grow. As educators we must bring the subject to

life by giving it meaning for the student, or better yet, guiding the student

towards discovering meaning in it for themselves.

"Experiential education just kind of wakes you up!"

"There are alot of motivated children out there who deserve this type

of education, but don't have the access to it... they are special people, but

the kind of education they get is not special." (Student quotes)

39

Applying the Methodologies

Let's reflect on the teaching methodologies found to be most

effective on the Powell course: Lecture / Presentation, Inquiry / Discovery,

Cooperative Learning, Research, Journal ling, Discussion, and Role Play

We identified them to be most effective in combination with one another

throughout a given day or even in a single lesson plan. Listed below are the

methodologies, as we defined them earlier, paired with sample activities

for classroom application. In order to distinguish between methodologies,

we used the same two topics throughout the examples; the two topics are

"paper" and "community". Our examples are written as though intended

for Jr. High use, but can certainly be geared towards almost any age group.

The specific role of the teacher is include in some of the examples.

Lecture / Presentation

* Keep lectures short . (15 - 20 minutes)

*Follow-up lectures with a more engaging activity, or begin them

that way.

* A lecture itself can be more engaging when given with visual aids

or in a setting that directly relates to the lecture. We have termed this "on-

sight" lecture as a presentation.

*Engaging lectures / presentations invite the listener to think or

hypothesize. Lectures can ask questions not necessarily meant to be

answered at that immediate time.

40

*A lecture can also be broken up with "turn to your partner" mini-discussions. Every 5-10 minutes during the lecture, the teacher can proposea question for brief discussion. Each student will have a partner that theyspend a few minutes talking with to share their own ideas about the lecturetopic.

ACTIVITY: A presentation on How Paper is Made can be givenduring a trip to an actual paper mill. Mini-lectures can be given as the millis toured and different paper making stages are viewed. A guest lecturermight be appropriate for this presentation. Having a new personality, andsomeone who is closely involved with the paper making process, will addsignificance to the presentation.

ACTIVITY: A lecture on community can be organized around aseries of questions that the lecture will answer. (i.e. What is community?What are the essential parts of a community? Who lives in yourcommunity? Are you a member of more than one community?) Precedingthe lecture, present the series of questions to the students. Once the studentshave read the questions, allow them to choose partners for the mini-

discussions. The teacher will lecture 10-15 minutes around each one of thequtstions and then break up the lecture by having students turn to theirpartners to summarize what the teacher has been presenting.

41

Inquiry / Discovery / Research

*Inquiry / Discovery allows the student to formulate questions,

hypothesize, explore and research answers.

*The teacher sets the stage for learning by presenting a topic, but

provides limited structure for the initial exploration of it. The students are

encouraged to experiment and think about a topic in their own way.

ACTIVITY: Students are given the task of considering how many

people are involved in the process of making and distributing paper. They

are asked to specifically consider their own notebooks and what processes

made their availability possible. Students are then given the freedom to

approach this in any way they chose. This activity lends itself quite

naturally to working in Cooperative Learning groups. Once students have

explored this topic on their own and have viewed it from their unique

perspective, the teacher can offer more guidance on how to research

factual information related to the paper making process.

ACTIVITY: Students can learn about community by conducting a

"community search". Begin by brainstorming on "scientific" research.

What is research? What =Ices it scientific? How can you document your

data systematically? Write these answers on the board and then break

students into small groups to develop a chart to record the data they'll be

collecting. The students are going to explore and record the parts of their

school community. With pencil and paper in hand, send the students out of

the classroom to look for all the living members of their community at

school. They should record things like numbers of a given type of

community member and where that type is found.

Cooperative Learnint24

*Cooperative Learning groups give students the opportunity to work

in small clusters. (preferably 4 individuals)

*Ideally, students engage in small group activities where the success

of each individual is reliant upon the success of the group as a whole.

*Each group member can be assigned a role in the group to assure

their involvement in some way. (i. e. activity coordinator, materials

person, recorder, reporter)

*Groups can be formed by student choice, randomly by the teacher

or deliberately by the teacher. A deliberate goal might be to balance

strengths and weaknesses or place students of like learning styles together.

ACTIVITY: Given the activity for Inquiry / Discovery, split students

into groups of four to brainstorm together. As a team they can explore all

the possible steps of paper making. They can begin by compiling a list of

all the steps, from tree to notepaper, and what human jobs are involved in

the steps. Once the groups have all compiled a list, they can come together

and share ideas. With everyone's ideas put together, the activity can be

further assigned by splitting the paper process into stages and identifying

each group with one of the stages. Each Cooperative Learning group

43

becomes an expert on their stage of the process. Further activities will

describe ways to carry out this exercise.

ACTIVITY: Cooperative Learning groups will engage in

community service. Begin by discussing what community service is, its

purpose, and whether students have been involved with it before. Divide

into groups of four with each student assigned a role (i.e. coordinator,

recorder, materials, liaison). Each group will choose their own community

service project at the school. Possible projects would be to organize a

school clean-up, develop a school recycling program, plant trees on

campus, start a school garden, or work in the cafeteria. Following the

experience students should be given the opportunity to share their projects

with the class and discuss what they learned.

Journal ling

* Journal ling can be used to get students thinking about a new topic,

reflect on an activity or some aspect of the student's life, or explore a topic

further.

* Students should be told whether a given journal exercise is to be

shared with the class, has the option of being shared or is purely for

personal reflection.

ACTIVITY: As a follow up activity, after a visit to a clear cut

forest, have students do a 5 minute free write on their impressions.

Encourage students to describe how the clear cut looked and how it made

Li 0

44

them feel to stand in it. Give students the option to draw, write poetry, or

simply do a free form writing. Perhaps allow this to be a private entry.

ACTIVITY: As an introduction to the topic of community students

could be asked to create their own definition of community and write about

their own community and their role in it. This topic could be further

explored by asking students to list ways they felt their community had

shaped their lives and the person they had become.

Discussion

* A discussion involves the whole group or class.

* It can be used to introduce a new topic, to further explore a topic,

or to wrap-up a topic or activity.

* The role of the teacher is to guide the discussion; to keep it from

straying too far from the central question and to provide additional

questions to keep the discussion going.

ACTIVITY: There are endless possibilities for discussion with any

topic. A discussion on paper could be revolved around how the use of

paper, or waste of paper, could be reduced with in the students daily lives.

The group could identify wasteful or inefficient uses of paper visible to

them and talk about simple ways to cut back on paper usage.

ACTIVITY: In order to facilitate a discussion on community,

present a question such as; What is the ideal community? What are

important roles in a community? What way would you like to contribute to

45

an ideal community? This discussion is vood follow-up to the Lecture

Activity given earlier.

Role Play

*Students are given a mock scenario and are assigned roles of

players within that scetiario. Their role may or may not represent a view

point congruent with their own. Students may even need help

understanding what the view point of their character is. Presumably ,

earlier class discussions will provide students with some of this

background.

*Set the scenario up with plenty of detail and specifics, so that there

is a common understanding of the scene amongst the players.

*Students are given 10 - 15 minutes to consider their role or ask

questions individually.

* Either a debate is held amongst the players or some situation is

acted out improvisationally. Role play is most effective when the scenario

revolves around some local issue or controversy that affects the daily lives

of the students.

ACTIVITY: Given a state or town with an active logging industry,

the students will hold a formal debate over the pro's and con's of clear

cutting timber for the paper industry. The roles might include a logger, the

logger's wife, a Forest Service superintendent, city council member, a

conservative environmentalist, an Earth First! advocate, a local school

46

teacher, local store owner, an owner of private property adjacent to the

forest and a spotted owl.

ACTIVITY: Assign each student a role as a community member.

Give them time to think about their role. Present the situation to the

students. They are on a sinking ship and there is not enough room on the

life boat for all of them. The life boat will allow some people to get to a

deserted island and begin a new community. Each community member

must argue why their role is important enough to be let on the life boat .

Roles could include: doctor, fanner, nurse, teenage boy, teenage girl,

pregnant woman, school teacher, biologist, car mechanic who also is a deer

hunter, minister, carpenter... Choose the community members randomly

out of a hat. Have the student introduce their role and why it is important

that they be allowed on the life boat to start this new community. When

everyone has finished you can either announce that another ship is coming

so they are all saved or make it more competitive by having them decide

which eight members get to go on the life boat. At the end of the activity

have the students share what they have learned.

47

Chapter IV

The Transference

Although we jokingly refer to the Powell Course as the "never

ending class", this is actually an appropriate title. The experience will

remain with the members of the course throughout their lives.

Experiential learning becomes a part of the the student because the subject

is studied in context and made relevant to the student's life.

What I hear I forget

What I see I remember

What I do I know

The Powell Course has had a significant effect on the lives of

virtually every member of the class. Ten out of eleven students have gone

on to pursue various projects and employment as a direct result of the

Powell Course. Five students are working directly with Glen Canyon

Environmental Studies (GCES).

-Rob Noonan works as a River Guide in the Grand Canyon and does

research on migratory water fowl for GCES.

-Eric Howard works for Grand Canyon Trust. He did his senior

project for Prescott College at the Washington D.C. branch and was

48

subsequently given a full time position in Flaastaff, Arizona.

Jim Donovan works part time for Grand Canyon Trust in Flagstaff

and has continued to do research for GCES.

Kim Buck conducts research and compiles data for Larry Stevens

the chief biologist for GCES.

-Kirsten Rowell did a twenty six day research trip in the Grand

Canyon for GCES focusing on Peregrine Falcons.

-Matthew Turner did a two week revegetation project in the Grand

Canyon for GCES.

Jhala French was the teacher's assistant for a Prescott College

course, White Water Rafting and Environmental Perspectives in the Grand

Canyon, works as a river guide in the Grand Canyon and will be co-

teaching a course similar to the Powell Course for Prescott College in the

Fall of 94.

Marc Claussen rowed raft support for a Prescott College Kayaking

course on which he continued to do work on his research project from the

Powell Course.

-Jack Collins was the teacher's assistant for the White Water Rafting

and Environmental Perspectives course in the Grand Canyon and has

submitted photographs from the trip for publication.

The Never Ending Course will have a life-long influence on the

members of Powell's Journey, students and instructors alike. The Powell

t-r-

1

49

Course experience will continue to inspire and motivate our stewardship

for the Colorado Plateau and our dedication to Experiential Education.

Future Modifications for the Powell Course

Ultimately, the shortcomings of the Powell course revolved around

too much to do, in too little time. Our expectations were high for both

academic content and daily activity. When the reality of cold, short days

and the demands of basic river living set in, we quickly recognized the

need to pare down our goals and objectives. Personal time was

accommodated least. Although the group handled this fine, there was

always an expressed desire for more personal space to study, explore, or

relax. A less intensive itinerary would allow individuals to pace themselves

more realistically in all respects. The trip could easily be modified to

demonstrate that "less is more". Three possible modifications, to strengthen

tliis course, include:

1) Spend more time covering the same distance on the river.

2) Shorten the overall distance of the trip.

3) Narrow the academic focus and cut down the curricular content.

Participants on the Powell trip identified that the most workable

modification would be to shorten the overall distance covered on the trip.

Although Grand Canyon was a marvelous part of our journey, it could

easily be eliminated from the final portion of the itinerary. The 450 river

miles, between Flaming Gorge Dam and Lake Powell, provide an excellent

50

survey of the Colorado Plateau, as well as a beautiful and diverse river

trip.

Covering the shorter distance simplifies lo2istics, allows for more

academic focus, and more time to get to know the area by land. It would

also be extremely beneficial for the course to end at the official termination

of the quarter. Our extension into Christmas break was a difficult push for

everyone even though it was a holiday to remember. If the trip were to

cover less distance, but continue straight through the Thanksgiving holiday,

then ample time would be allowed for both a successful river itinerary and

valuable return time to spend a week in town finishing up academic

projects during the last week of the quarter.

This portion of the text is most beneficial to those repeating an

identical type of trip.

5 1

Appendix A

Course Proposal

COURSE ITINERARY

October 1-5 Pre-trip preparation, in town.

Oct. 6 Depart to Flaming Gorge Dam

Oct. 8 17 Launch Flaming Gorge to Split Mtn. (90 miles)

Oct. 21 -29 Split Mtn. to Ouray, Utah (69 miles)

Oct. 30 Resupply in Ouray, Utah.

Oct. 31 - Nov. 9 Ouray to Green River, Utah (128 miles)

Nov. 10 Resupply in Green River, Utah.

Nov. 11 - 25 Green River to Hite, Utah (165 miles)

Nov. 26 - 29 Off time in Prescott.

Nov. 30 - Dec. 1 Preparation for Grand Canyon.

Dec. 2 - 30 Grand Canyon, Colorado River trip. (280 miles)

Total river miles = 735Total river days = 73

53

COURSE BUDGET

The following course budget supports a 3-month field course for eightstudent participants and two faculty persons. All participants will share the costsfor food and general supplies. An additional $150 course fee is charged tocover the expenses outlined below.

Student Fee ($150 x 8 .) $1200Launch fees $250Camp fees $300Course texts/readers $400Miscellaneous $250

Course Budget $3600Gas (school vehicle) $400-500Mileage (second vehicle) $450-500Shuttle fees $500Raft rental $750Raft supplies $250Phone / postage $100Guest speakers $500Miscellaneous $500

54

TRAVEL BREAKDOWN

Total vehicle miles traveled - (approx.) 4225 miles*

*This distance to be covered over a period of 3 months. It is the combineddistance traveled by 2 separate vehicles. It includes all river shuttles, repeatingsome sections of road 2-4 times.

School van - (approx.) 2600 miles / $400-500 in gas expense.

Private vehicle - (approx.) 1625 miles @ $.30 per mile = $487.50

Repair / Maintenance -$250

Shuttles* - $500

*Shuttles will either be handled independently, with the use of a hireddriver or by airplane shuttle for school drivers.

55

STUDENT REQUIREMENTS

Students enrolling in this course must be willing to adhere to thefollowing requirements and fulfill the specified prerequisites outlined below:

_This course is a three month commitment beginning October 1 and runningthrough the Christmas holiday until December 31. There will be only fourofficial "days off' over Thanksgiving.

-The prerequisites for this course are as follows;*(academic background TBA)*Whitewater boating experience is required. Students with minimal

boating background, having other expedition experience, may still qualify.*Sound goals for an Independent Project must be defined as part of the

application process.*Each interested student will complete an application for the course and

must receive permission of the instructor to enroll.

-Equipment Requirements:*Wet suit is mandatory, with heavy duty raingear or paddle jacket.

(A drysuit may be the preferred option.)*Neoprene socks or wetsuit booties.*Cold weather sleeping bag. (5 degrees)

-Student Expenses:*$150 Course fee.*$150 per month for food. (150 x 3 = $450)*$100 recommended pocket cash. (minimum)

*Total of $700 for a three month period.

Appendix B

Course Application

(;3

56

J.W. Powell Journey 57

Course Application

Name: Age:Competence: Advisor:1st Breadth: 2nd Breadth:Years In School: Semesters at P.C.:Intended date of Graduation:Describe your whitewater or paddling experience:

Describe your swimming ability:What other trips have you done of 3 weeks or longer?:

Dc you have problems in the cold?:Specify your dietary preferences and how you'd work with them on a3-Month expedition:

What is your science background(course work or other experiences)?:

How does this course fit into your academic program?:

Why do you want to take this course?:

What are your ideas for an individual project? Who might sponsorthis study?:

Do you understand the time commitment involved in enrolling in thiscourse?Dc you understand the spe,:ific gear requirements and student fees::

Do you understand there are inherent risks in going whitewaterrafting in remoteness from medical care, cold water immersion,flipped boats, drowning):What do you anticipate a trip like this to be like?:

58 1

s it your first choice for fall quarter :92?:Any additional comments: 11

Please return to Julie Hunsell .5 faculty mailbox. Thank you!!

1

1

59

Appendix C

Faculty Resumes

ANDRE POTOCHN1K

CURRICULUM VITAE

PO Box 22130Flagstaff, Arizona 86002(602) 774-8436

EDUCATION M.S., Geology (May, 1989) G.P.A. 3.81University of Arizona, Tucson, Arizona.

AREAS QETRAINING

B.S., Geology (January,1983) Cum Laude, G.P.A. 3.65Sonoma State University, Rohnert Park, California.

A.A., General Education (June, 1980) President's List, G.P.A. 3.82Columbia College, Columbia, California.

stratigraphyfield geology

* structural geologyregional geologytectonics

* hydrogeologygeomorphologytechnical report writingcomputer programming:Fortran and Pascal

TEACHING INSTRUCTOR: Prescott College; Prescott, Arizona; The J.W.PowellEXPERIENCE Journey: An integrated Field Study. 1992.

INSTRUCTOR and RESEARCH ASSOCIATE: Northern ArizonaUniversity, Flagstaff, Arizona; Introductory Geology, Physical Geology,Historical Geology, Summer Field Camp, Field Geology for Teachers,Elderhostel geology courses. 1990 to present.

INSTRUCTOR: Yavapai College; Prescott, Arizona; Physical Geology, 1Concepts in Geology, Geology of the Verde Valley, 1989.

INSTRUCTOR: University of Arizona; Elderhostel geology course,Summer Field Camp (geomorphology). 1984-1988.

TEACHING ASSISTANT: University of Arizona; Physical Geology,Geology of Arizona, Summer Field Camp. 1984-1988.

GEOLOGIC INTERPRETER, TRIP LEADER AND GUIDE: Grand CanyonDories, Angels Camp, CA., I973-present.

PROFESSIONAL GEOLOGIC CONSULTANT: Dept. of Geology, Northern ArizonaEXPERIENCE University, Flagstaff, AZ. Provided an inventory and assessment of rock sformations and geologic history of the new Tonto Natural Bridge State IIIPark to the Arizona State Parks Department, 1992.

PETROLEUM GEOLOGIST: BP Exploration, Houston, TX. Completedan analog field study of a recognized oil field in east Texas. Summerintern position, 1989.

G 7

ANDRE POTOCHN1K - p. 2

GEOPHYSICAL CONSULTANT: Bond Gold, Inc., Tucson, AZ. Part of a (three member crew doing induced polarity and magnetic surveys near anactive gold mine, 1988.

GEOLOGIC CONSULTANT: Los Alamos National Laboratories, LosAlamos, NM. One of a five member remote crew conducting areconnaissance geochemical survey of Costa Rica funded by Agency forInternational Development, 1986.

ASSISTANT GEOLOGIST: Union Geothermal DMsion, Santa Rosa, CA.Conducted geochemical survey project and geothermal drilling program.Followed through with data analysis and report preparation, 1983.

GEOTECHNIC1AN: Applied Earth Sciences, Inc., Sebastopol, CA.Supervised building site soil sampling and drilling. Conductedsediment analyses and assisted in report preparation, 1983.

GEOLOGIC CONSULTANT: Retaining Walls, Inc., Orinda, CA.Performed sediment analyses of soils used behind a failing retaining walLake Tahoe. Testified in a litigation proceeding before the AmericanArbitration Association, 1982.

PUBLICATIONS Dickinson, W.R, A.R. Fiore llo, D.L. Hall, R.M. Monreal, A.R. Potochnik,and P.N. Swift, 1989, Cretaceous strata of the Basin and RangeProvince of Arizona: Arizona Geological Society Digest 17.

Nations, J.D. and Potochnik, A.R., 1992, Tectonic / Physiographicevolution of the southern margin of the Colorado Plateau, centralArizona: GSA Abstracts with Programs, in press.

Potochnik, A.R., 1989, Depositional style and tectonic implications ofthe Mogollon Rim formation (Eocene), east-central Arizona: NewMexico Geological Society 40th Annual Field Conference.

Potochnik, A.R., 1988 Late Mesozoic and Paleogene structural featuresand sedimentation along the southern boundary of the ColoradoPlateau, Fort Apache Indian Reservation, east-central Arizona:GSA Abstracts with Programs, v. 20, no. 3.

Potochnik, A.R.,1987, Fluvial response to the Laramide-midTertiary tectonic transition along the southeastern margin of theColorado Plateau: GSA Abstracts with Programs, v. 18, p.809.

Potochnik, A.R. and P.E. Damon, 1986, Tectonic and geomorphicimplications of post-Laramide erosion: GSA Abstracts withPeograms, v. 18, no. 5, p. 403.

Potochnik, A.R. and S.J. Reynolds, 1986, Geology of side canyons ofthe Colorado, Grand Canyon National Park: Fieldnotes, ArizonaBur. of Geol. and Min. Tech., v. 16, no. 1, p.1-8.

ty3

ANDRE POTOCHN1K - p. 3

Potochnik, A.R. and S.J. Reynolds, 1990, Side canyons of the GraR3 ICanyon, in S.S. Beus and M. Morales (eds.), Geology of theGrand Canyon: Museum of Northern Arizona Press and OxfordUniversity Press.

Young, R.k and Potochnik, A.R., 1990, Late Mesozoic-Early Cenozoicuplift, erosion, and landscape development along the southernColorado Plateau margin: Abstract, Symposium on SouthwesternGeology and Paleontology, Museum of Northern Arizona,Flagstaff, Arizona.

AWARDS AND Geological Society of America Chevron Research FundGRANTS Standard Oil of California

PROFE$S1ONAL Geological Society of AmericaORGANIZATIONS Sigma Gamma Epsilon, Vice President,1985-1986.

Grand Canyon River Guides

PER5ONAL Born: October 5,1951. Health: excellent. Interests: running, whitewaterkayaking and rowing, tennis, skiing, wood-working, travel.

REFERENCES AVAILABLE UPON REQUEST.

63Julie Munsell

1608 IdylwIld, Prescott, AZ. 86301 (602) 446-9549

Personal goal statement : Seeking a position in Outdoor Education and ProgramAdministration, with challenging experiential education components.

EDUCATIONMankato State University, Mankato, MinnesotaMasters of Science, Experiential Education, (in progress)

Prescott College, Prescott, ArizonaBachelor of Arts, May 1985, Outdoor Education and Administration

Arizona Teacher's CertificationSecondary General Science, September '93

Edinboro State College, Edinboro, Pennsylvania, 1980 -1981

TEACHING AND ADMINISTRATIVE EXPERIENCE

PRESCOTT COLLEGEProgram Coordinator for the new student, Wilderness Orientationprogram, August '94 through presentFaculty Lecturer, August 1991 through Present.Adjunct Faculty, May 1989 through August 1991.Instructor of Wilderness Orientation Instructor's Course, Integrated Field Study:John Wesley Powell Journey, Outdoor Education and Recreation, ExperientialEducation, Environmental Perspectives and White Water Rafting.Other respo7,sibilities have included; student advising, service on studentgraduation committees, and service on a Faculty Search Committee for theEnvironmental Stuies program.Summer Rafting Program Coordinator and boatmen, summer of 1983 andspring/summer of 1984.

MANKATO STATE UNIVERSITYGraduate assistantship for the Department of Educational Leadership,September - November 1994. Ropes course and low initiatives facilltation.Served chentel ranging from school groups to corporate organizations.

PACIFIC CREST OUTWARD BOUND SCHOOL, Chief Instructor, 1986 - 1992 54Instructed and Chief Instructed for nine seasons and over twenty-five coursesranging from four to twenty-eight days in length. Teaching experience with awide variety of students: youth at risk, woman over 40, and professionalsseeking outdoor leadership training. Course areas include: Central andNorthern Cascades, Sierra Nevada, Joshua Tree and Deschuttes River.

PRESCOTT HIGH SCHOOL, Educational Consultant, April 1989Created and implemented a pilot program for the "Drop-out Prevention"program at Prescott High School. Submitted grant proposal to The ArizonaChildren Foundation for support of wilderness programming. Led two groups ofstudents on four-day wilderness outings, emphasizing stress and challengeactivities and local natural history.

I.T.T. ANTARCTIC SERVICES,INC. McMurdo Station Antarctica, FieldProcesses Assistant, October 1986 -February 1987Managed food warehouse supplying researchers for the National ScienceFoundation. Performed food issue for research groups and warehouseinventory and stock control. Resupplied remote field camps, cross-trained in equipment warehouse issuing field gear to research teams.

RELATED EXPERIENCE

CHADWICK HIGH SCHOOL - Wilderness InstructorATNEN1AN HIGH SCOOL -Wilderness InstructorSKY-Y CAMP (YMCA) - Environmental Education and Outdoor RecreationPRESCOTT UNIFIED SCHOOLS - Substitute Teacher (k -12)GLEN CANYON ENVIRONMENTAL STUDIES - Volunteer ResearcherU.S. FOREST SERVICE - Bradshaw Dist Hot Shot Team (20 person fire crew)

SKI TOURINGBAFFIN ISLAND SLEDGING EXPEDITION, June - July 1989Forty-day unresupplied ski-traverse of the Penny Ice Cap. Four person exped-ition, requiring load ferries, glacial travel, and extensive compass navigation.AVALANCHE FORECASTING SEMINAR, January 1989Three week course in snow-pack evaluation and avalanche rescue techniques.

RAFTINGClass IV boater, have led courses and excursions in Grand Canyon, severalColorado River tributaries and rivers of southern Oregon.

KAYAKING / SEA KAYAKINGClass III paddler, experience on rivers of central Arizona, northern California,and southern Oregon. Circumnavigation of Tiburon Island and Isla Carmen.

MOUNTAINEERING / ROCKCLIMBINGExperience in rock and snow ascents include Bugaboo Spires, volcanoes ofCentral and Northern Cascades, Mount Whitney, and lesser peaks of the SierraNevada, south San Juans, and the Southern Alps of New Zealand.Leads at a 5.7 standard and can follow 5.9.

65

OTHER ACCOMPLISHMENTSFIRST AID CERTIFICATION - Current Wilderness First Responder - exp. July 1995GRANT RECIPIENT - Polartec Performance Challenge Team - Fall 1992. Awarded$4,000 cash grant and polartec garments for the support of Powell's Journey, a 735mile river trip as an academic learning excursion.

REFERENCES AVAILABLE UPON REQUEST

Christa-L-Sadlex-M.S.

Education

1S E. Juniper Ave.Flagstaff, AZ 86001(602)214-8436 (hm)

MS., Earth Sciences, 1991Northern Arizona University, Flagstaff (CPA 4.0)

Graduate work, Geology/Paleontology, 1985 to 1987University of California, Santa Cruz (GPA 4.0)

BA., Physical Anthropology/Archeology, 1984University of California, Berkeley (GPA 3.81)

Areas of Training

*vertebrate paleontology*Quaternary paleontology and paleoecology*paleoichnology*sedimentologyphysical geography / geomorphclogy

Teaching Experience

*historical archeology*Quaternary archeology*southwestern archeology*environmental education*fossil preparation

66

1993 - presentASSOCIATE FACULTY, Coconino County Community College, Introductory and PhysicalGeology (GLG 100 and 101).

1992 - presentINSTRUCTOR, Northern Arizona University, Ancient Life (GLG 201). Course was anoverview of evolution of life on earth, basic geology and biology.

1992 INSTRUCTOR, Prescott College, John Wesley Powell Field Course - Natural and HumanHistory of the Green and Colorado Rivers. Three month field course on the geology,geography and environmental issues oi the Colorado Plateau.

1989 - presentNATURALIST/LECTURER, Special Expeditions, Inc. Lecture, and lead interpretive hikeson geology, archeology and anthropology of Baja California, Alaska and the southwesternUS.

1989 - 1990

TEACHING ASSISTANT, Middle and Junior High School Math and Science TeacherTraining Program, Northern Arizona University. Designed and taught physical geologylabs for undergraduate physical science/education majors.

1987 - presentEDUCATOR. Department of Education, Museum of Northern Arizona, Flagstaff. Design andteach one to multi-day classes and fiell trips in geology, pr..leontology and archeology tochildren and adults. Design outreach programs on paleontology for students in the Flagstaffpublic schools.

Sadler, P. 2 67

1988 - presentGEOLOGIC/ARCHEOLOGIC INTERPREcu.R and GUIDE for Canyon Explorations, Inc.on the Colorado River in Grand Canyon.

1985 - 1986

TEACHING ASSISTANT, Department of Geology, University of California, Santa Cruz,Charles Darwin and The_Origin_sl_Spisdas

Field and Research Experience - Geology and Paleontology1990 - 1991

PRINCIPLE INVESTIGATOR, research on Permian ichnofossils from Arizona and Utah.Described and analysed arthropod tracks, experimented with possible trace makers.

1989 - 1990

GRADUATE RESEARCH ASSOCIATE, Department of Geology, Museum of NorthernArizona, Flagstaff. Described and analysed ichnofossils from the Museum's collections.

1987 - 1988

PALEONTOLOGIST, Department of Geology, Museum of Northern Arizona. Surveyed andexcavated Mesozoic paleontological remains on the Colorado Plateau under Dr. M. Morales.

1987 RESEARCH ASSISTANT, Department of Geology, University of California, Santa Cruz.Surveyed plant and intertidal communities in the Galapagos Islands, for taphonomiccomparisons with ancient communities.

1985 RESEARCH ASSOCIATE, Museum of Paleontology, University of California, Berkeley..Studied tooth sizes of Purgatorius material in museum collection with Dr. W.A. Clemens.

1984 - 1985

ASSISTANT PALEONTOLOGIST, Department of Paleontology, University of California,Berkeley. Assisted in paleontological excavations of Late Cretaceous-Ear:y Tertiarysediments, eastern Montana, under Dr. W.A. Clemens.

1984 FIELD ASSISTANT, Department of Anthropology, University of California, Berkeley.Excavated Miocene paleontological site, San Bernadino County, California, under Dr. N.Toth.

Field and Research Experience - Archeology

1988 SURVEYOR, SWCA, Inc. Environmental Consultants. Surveyed and recorded archeologicalremains of Archaic, Hohokam and Paiute sites in southern Arizona.

1987 FIELD ASSISTANT, Department of Anthropology, Museum of Northern Arizona. Surveyed,recorded and collected from Archaic, Paiute and Fremont sites in southern Utah. Projectsupervised by D. Keller, Museum of Northern Arizona.

1982 EXCAVATOR, Flowerdew Hundred Plantation, Virginia. Excavated and analysed 17th,18th and 19th century archeological sites. Directed by Dr. J. Deetz, University ofCalifornia, Berkeley.

1982 EXCAVATOR, Sommersville, California. Surveyed and excavated 19th century coalmining town under Dr. J. Deetz, Department of Anthropology, University of California,Berkeley.

Sadler, P. 3

Related Professional Experience

68

1987 - 1990

PREPARATOR OF VERTEBRATE PALEONTOLOGY, Department of Geology, Museum ofNorthern Arizona (Dr. M. Morales). Oversaw function of the lab, preparation of fossilmaterial, lectures to docents and general public.

1984 - 1985

SENIOR MUSEUM PREPARATOR, Museum of Paleontology, University of California,Berkeley (Dr. W.A. Clemens). Curated and prepared fossil material, library research,editorial work.

1984 - 1985

RESEARCH ASSISTANT, Institute of Human Origins, Berkeley. (Dr. D.C. Johanson).Editorial work, casted fossil material, photo work, library research.

1982-1984

LABORATORY ASSISTANT and CURATOR, Laboratory of Human Osteology andEvolutionary Studies, University of California, Berkeley (Drs. T.D. White and F.C.Howell). Prepared and reconstructed human skeletons, curated fossil primatematerial.

Publications

Beus, S., J. Mead, C.J. Sadler, T. Rang, and L. Laughran, 1989, 1990. Laboratory Manual For Geologyand Physics. Science and Mathematics Teacher Training Program, Northern ArizonaUniversity.

Sadler, C.J., 1992, The Colorado River Through Grand Canyon. Review for the Journal of theArizona-Nevada Academy of Sciences, Vol. 26, p. 50.

Sadler, C.J., 1993, Arthropod trace fossils from the Permian De Chelly Formation, northeasternArizona, Journal of Paleontology, Vol.67(2), pp. 240-249.

Sadler, C.J., 1993, Life in Stone: Fossils of the Southwest. Plateau Magazine, Vol. 64, No. 3.Museum of Northern Arizona, Flagstaff.

Awards and Grants

Honor Student, University of California, Berkeley (1980-1984)Phi Beta Kappa, University of California, Berkeley (1983-1984)Graduate Opportunity Program Fellowship, University of California, Santa Cruz (1985-1986)E. Blois du Bois Foundation Scholarship, Northern Arizona University (1989-1991)Geological Society of America (1990)

References available upon request

69

Appendix D

Promotional Material

Re-Exploring I

-Powell's,r.JourneyA VISIONARYAPPROACH TOENVIRONMENTALEDUCATIONIn 1869, Maj. John Wesley Powell set off on

an aploratory journey down the Green andColorado rivers. On October 6, 1992,

Prescott College will embark on a 750-mile

river trip re-exploring Powell's journey in anew light.

:4 U

Powell was a man of great vision and courage whose contributions to the geological, geographical, Iand ethnological sciences remain profound in their impact today. Sponsored by the Grand CanyonTrust, eleven student and three faculty members will re-explore the rivers and canyons of theColorado Plateau in a new light of protection, conservation, and research. The National ParkService has issued Prescott College, "For the Liberal Arts and the Environment," a researchpermit to assist the Glen Canyon Environmental Studies.

Focusing on resource conservation and protection, students will study the implications of further Idevelopment of the Colorado Plateau. On the eve of the 21st century, we face very differentconsiderations than those of Powell's day with regard to the use of natural resources. This "hands-on" course will provide an opportunity for college students to gain a deeper and more meaningfulunderstanding of Colorado Plateau natural systems. Our study is a visionary approach to environ-mental education that asks the question: How do we protect these natural systems and preservethem for future generations? Your involvement will support us in our search for answers to thisquestion. We encourage you to be a part of our expedition.

1BEST COPY AVAILABLE

Course Description71

Prescott College's integrated field study retracing J.W. Powell's journey has four facets: naturalhistory and prehistoric human history, outdoor skill development, environmental field methods, andsocial perspective development. A major goal of our expedition includes a contribution to the GrandCanyon Trust's visionary plan for resource allocation in the Colorado Plateau. Dr. Frank Talbot,Director of the Museum of Natural History, Smithsonian Institute, has personally endorsed ourproject as an example of innovative environmentaleducation techniques. We will submit a documentto him detailing the curriculum and methodology incorporated into this course. Part of the students'experience will center on environmental research field methods. Prescott College has obtained aresearch permit, the first of its kind allocated to a college or university, to assist in data collection forthe Glen Canyon Environmental Studies. This ground-breaking achievement will allow students toget a firsthand look at the research methods employed by environmental scientists. Findings from ourstudy will be incorporated into the Glen Canyon Environmental Studies which will help in theformation of new policy for the Colorado River.

Ed Norton, President of the Grand Canyon Trust, recently announced sponsorship of the expedition:

"The Grand Canyon Trust supports Prescott Collegers mission to provide interdisciplinary,experiential, 'real world' learning. The Colorado River and the Grand Canyon are among this

nation's most valuable natural resources; Prescott College's use of theCanyon as a classroom is an example of the innovative approach

to education that sets Prescott College apart from traditionalacademia. The Grand Canyon Trust is proud to sponsor

PrescottCollege's retracing of Maj. John Wesley Powell's 1869journey down the Green and Colorado rivers. The Trustendorses the exploration of the rivers and canyons in anew light of protection, conservation, and research. TheGrand Canyon Trust and Prescott College are committedto the stewardship of the Grand Canyon and enter into

this project with high expectations and enthusiasm. "

This fully credited, semester-long course will run from October 1,1992 through January 1, 1993. The students were selected for the

course through an extensive application process in February. Eachstudent demonstrated a combination of a strong academic background, outdoor skills, and a personalinvestment in the success of the trip.

Faculty for the course is Andre Potochnik, Christa Sadler, and JulieMunsell. Potochnik is an instructor and research associate at NorthernArizona University. Christa Sadler is a naturalist lecturer for SpecialExpeditions, Inc. and has graduate level training in geology andpaleontology. Julie Munsell is an expert field guide and facultymember at Prescott College.

7 8

0

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SALTLAKE

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0 25 50 75Mi1

0 40 80 120km /

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WYOMING 72

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The route indicated represents Prescott College's retracing of Po well's journey. The 750 river miles will be

traveled in five oar-powered rafts in fallIwinter conditions.

BEST COPY AVAILABLE

Prescott CollegeFOR THE LIBERAL ARTS AND THE ENVIRONMENT

220 Grove Avenue,Prescott, Arizona 86301

(602)778-2090

Printed on Recycled Paper

73

CONTRIBUTING SPONSORS

David WegnerGlen Canyon Environmental StudiesP.O.Box 22459Flagstaff, Az. 86002

SafewayManager, Don Fletcher450 White Spar Rd.Prescott, Az. 86301

Down River Equipment Co.12100 W. 52ndWheatridge, Co 80033

ChumsAttn. Mike TaggetBox 950Hurricane, Utah 84743

Crazy Creek Products Inc.Weezy ChandlerP.O.Box 1050Red Lodge, MT. 59068

Wildcountry USABill Supple27 White law Dr.Center Conway, N.H. 03813

Achilles, Inc.Phyllis HallmarkP.O.Box 2287Everett, Washington 98208

Advanced Composites, Inc.Dave Ericson55 W. Louise Ave.Salt Lake City, Utah 84115

Eveready Battery Company, Inc.S. Michael Mazva, ManagerCheckerboard SquareSt, Louis, MO 63164

Granite Mountain Outfitters320 W. GurleyPrescott, Az. 86301

Grey Owl PaddlesVicki Dorfman62 Cowansview Rd.Cambridge, Ontario Canada NIR-7N3

HysideBox 2Kernville, Calif. 93238

Polartec Performance ChallengeAttn. Jeanne Wallace46 Stafford St.Lawerence, MA 08141

Professional River Outfitters, Inc.Bruce He lineP.O. Box 635Flagstaff, Az. 86002

Smith's Food and DrugEric Moore950 W. FairPrescott, Az. 86301

Colorado KayakJim StolquistP.O.Box 3059Buena Vista, CO 81211

Barbara McDonaldDectcers Corp.1132 Mark Ave.Carpinteria, Ca 93013

Wal-MartJoel Peterson1801 E. HWY. 69Prescott, Az. 86301

74

Appendix E

Permit Processes

r; L)

75

76

How To Obtain A Permit

Below are guidelines to obtaining permits for the southwest's most commonlyrun rivers. Application systems vary, as do their dead lines, so it is important tobecome familiar with the types of systems and plan ahead for any desiredpermits. The first of the new year is a good time to take action for permits. Theseguidelines will focus on Non-commercial permits for the high use season. Non-.commercial essentially means that the trip is cost shared by all participants andno one is making a profit. "High use" refers to a specified time period, that variesfrom river to river, when permits are in highest demand and a special system isimplemented for issuing permitsinformation is given here for sections of theGreen River and Colorado River.

When are the High-use periods?

DINOSAUR NTL' MONUMENT (Yampa and Lodore)2nd Monday in May - 2nd Friday in September

B.L.M. RIVERS (San Juan, Desolation/Gray, Westwater)April 1st - October 31st

CANYONLANDS NTL'PARK (Cataract Canyon)April 15th - Octobei 14th

GRAND CANYON NTL'PARK (Colorado River)April 16th - October 15th / 18 day permit issuedMarch 1st - April 15th / 21 day permitOctober 16th - November 30th / 21 day permitDecember lst - February 29th / 30 day permit

*When are High-use applications accepted?

-Permit applications for Dinosaur are accepted between December 1st andJanuary 15th preceding that year's high-use season. Applications must bepostmarked by January 30th or they will not be accepted. Applications may beobtained after November 20th. Only one application per person is allowed.

-A separate application must be filled out for each of the B.L.M. rivers. (SanJuan, Deso/Gray. Westwater) These must be mailed in during the January orFebruary preceding (he high-use season. Only those received prior to Feb. 1will be considered in the preseason drawing.

-Applications for Canyonlands, are accepted any time after January first for

77

permits in the same year.

_The Colorado River through Grand Crinyon issues permits through a wait listsystem (see below). If you are a new addition to the wait list then you apply inFebruaiy. If you already have a wait list number then you reaffirm your interestin January only.

The Difference Between Lottery and Wait List

Most southwest river permit systems are done by lottery. The lottery is held atthe beginning of each year for the upcoming high-use season. Each permitoffice operates slightly different from another but essentially it is like drawingnames out of a hat and if your name comes up first for a specific date then youare granted a launch. With the increasing popularity in river running, it is moreand more difficult to acquire a launch date through the lottery. However, it is stillpossible to get a launch date through cancellations. Grand Canyon operates itspermit issue on a "wait list" basis. This means that your name goes on a long listof people waiting their turn for a permit. At this point ('93) there are currentlyover 4000 names on the Grand Canyon wait list for a river permit. The specificsfor each river are described below beginning with the lottery rivers.

DINOSAUR LOTTERY (YAMP.:VLODORE)When you apply for a Dinosaur permit you must send a cashiers chec.: ormoney order for ten dollars, specify which river you want a permit for (Yampa orLodore) and choose only one launch date. If your name is drawn for thatparticular launch then you will be notified by March 1st. Also,beginning March1st, permits may be obtained by a call-in basis.Canceltations typically occur 30days prior to any given launch because that is the point at which confirmationnotices are due holding a person's permit

B.L.M. LOTTERY (SAN JUAN / DESOLATION /WESTWATER)

The applications for these three rivers must be filed separately even thoughthey are all managed by the same agency. When applying, you will specify yourfirst, second and third choices for launch dates. If your name is drawn but yourfirst choice has already been issued then you may still get either your second orthird choice. If all of your dates are taken by other applicants then you will benotified that you did not draw a launch but that you do have an applicationnumber on file for calling on cancellations. Notifications on launch dates will besent out the first week in March.To confirm a launch date you must send in your

r;

78

fee payment (fee schedule sent with permit info) at least three weeks prior toyour launch. If you do not receive a launch then you may call the correct B.L.M.office staffing March 21 to put your name on a waitlist for a specific date. TheB.L.M. will call you if that date opens up but you may also call them after March21 to see if any other dates have come available by cancellation. The mostlikely time to get a cancellation date is three weeks prior to the desired date.People who fail to send in their fee money will lose their date to the cancellationpool.

Grand Canyon Wait List

The permit system for Grand Canyon is somewhat unique.You can expect thatonce you get your name on the wait list it will take about ten years for your nameto be eligible for requesting a launch date. To get your name on the wait listinitially you must snd a cashier's check or money order for $25.00 to theNational Park Service in Grand Canyon. Include a letter with your name,address, and social security number, expressing that you wish to be added tothe wait list. This initial request can only be done in February! Once you are onthe list you must confirm your interest every January, through mail, by sendingin a letter or specialized form issued to you by Grand Canyon. The form will giveyour current wait list number and this will change each year you confirm yourinterest. You are given a grace period of one year to screw up and forget. Afterthat if you forget then you will be taken off the list and go back to reapplying,paying $25.00, and starting at the bottom of the heap. However, once you areon the list you may call at any time to inquire about cancellations. The best timeto call is between 30 and 60 days before your desired launch. Their is nodifference between being wait listed for high use or low use dates. The systemin Grand Canyon is consistent throughout the year and can only be done in themanner described.

Canyonlands ( Cataract Canyon )

Permits for Cataract Canyon are issued on a first come first served basis.A check for $30 must accompany your application. They use neither a lotterynor a wait list because so far, they can meet the public demand with the currentsystem. You can apply any time after January 1, but permits don't begin to beissued until March 1. Early applicants will use up allotted private spaces, but apool of applicants is held until June 15 when unused dates (from cancellations)are then redistributed to remaining parties interested. If you are listed as aparticipant on another high use Cataract trip then you can not apply for yourown permit.To hold an issued permit you must confirm your interest by phone ormail two weeks prior to your launch. No shows will not be able to apply foranother permit that year or the following.

79

Low Use Permits

For permits during the specified "low use" season, a permit application may besubmitted any time or a date can be reserved over the phone. These launchdates are issued first come first serve.

ADDRESSES

COLORADO RIVER i GRAND CANYON(DINOSAUR)

River Permit OfficeGrand Canyon Nt'l ParkP.O.Box 129Grand Canyon, Az.86023

81610(602) 638 -7843

noon

SAN JUAN RIVERB.L.M.San Juan River Resource AreaP.O.Box 7Monticello, Utah 84535(801) 587-2144

WESTWATER CANYONB.L.M.Grand Resource AreaP.O.Box MMoab, Utah 84532(801) 259-8193

RIVER FLOW INFORMATION(801) 539-1311

80

YAMPA/LODORE

Dinosaur Nt'l Monumentatt. River OfficeP.O.Box 210Dinosaur ,Colorado

(303) 374-2468 8 am -

DESOLATION / GREYB.L.M.Price River Resource Area900 North 700 EastPrice, Utah 84501(801) 637-4584

CATARACT CANYONCanyonlands Nt'l Parkatt. River District125 West Second SouthMoab, Utah 84532(801) 259 - 7164

Appendix F

8 1

Equipment Lists and Menus

n. 8

82

RAFTS:

Group Equipment

3 -15'6" Inflatable Achilles (to be rowed)2 -14' Inflatable Achilles (row 1, paddle 1)10 bow and stern lines4 rowing frames5 center floor boards4 stern boards3 cargo boards16 oars ( 8 graphite, 8 wooden)11 paddles20 life jackets2 rescue kits (150' static line, pulleys, caribiners, webbing)7 throw bags15 bail buckets4 barrel pumps (4" and 6")MANY ASSORTED STRAPS

CAMPING:6 tents with ground sheets

4 Wild Country Supernovas (3 person)1 Moss Trillium (6 person)1 North Face ShangraLa

2 8' x 10' nylon tarps1 large Katadyn water filterhuman waste set-up( rocket box, heavy garbage bags, toilet

seat, toilet paper, lime, and hand soap)Day tripper (small human waste set-up)1 trowel

KITCHEN:1 single burner cooker/fryer1 four burner Cook's Partner stove5 propane tanks2 Coleman Peak One stoves2 lanterns (trees and hoses)1 tablefirepan, grill, and charcoal1 folding shovel2 14" Dutch ovens4 pots with lids (assorted)cutting boards2 stainless steel buckets

3 spoons; 2 spatulas, 1 ladle, knives, can opener, cheese grater,sump strainer, spoons, misc. bowls.

DRY STORAGE:35 black bagsother assorted dry bags30 rocket boxes ( food, libraries, human waste)1 large aluminum commissary box3 other water tight boxes5 coolers6 water jugs

OTHER:5 first aid kits3 raft repair kits1 large miscellaneous repair kit

83

84

PERSONAL GEAR LIST

Keep in mind that this gear is needed to keep you comfortable for threefull months. The only opportunity to exchange your gear will be overThanksgiving break.

* These items are highly recommended.** These items are optional. All others are expected.

Sleeping bag warm to 5 degrees. (We will be sleeping in tents)Sleeping pad*Crazy Creek Chair (you won't be sorry)

River Wear Camp Wearwet suit ** or dry suit* Rain gear (coat and pants)wet suit booties or wet socks Comfortable hiking shoes andsocksRiver sneakers for wet socks Hat and glovesRubber wading boots* - good for flat water or camp wear.Hat and gloves Sun hat for on and off river use.Medium weight capilene top and bottom (2 pair for on and off river use).Additional synthetic layersShorts and t-shirtSun glasses and retainer strap

Other warm layersShorts and t-shirt and bandanasLight wind jacket

The college will supply dry bags but each person might want their own50 caliber ammo box for personal items like your journal, camera, toothbrush,treats, etc.

*If you own a river knife and/or you prefer to bring your own lifejacket,please include.

OTHER ITEMS

Eating: favorite bowl, insulated mug and utensils. Tupperware w/ lids aregreat.Waterbottles: 2 quarts rigged w/ webbing to be easily clipped to boat.Carabiners: 2 or 3 for a variety of uses. Not climbing quality.Headlamp: Include plenty of spare batteries and a spare bulb.

_Personal hygiene stuff: toothbrush, comb, personal medication, tampons,soap...Journal and pens: Pick a notebook that easily fits into an ammo can.

85

**Library books will be included as group gear and will be selected collectively,but you may wish to bring a book of your own that has nothing to do with the trip.**Camera and film

Also bring your I.D. along, as well as some extra cash for thoseunexpected shopping sprees.

Please ask if you have any questions about this list or questions aboutyour own gear. Be well prepared.

LIBRARY I

The Dynamic Earth Skinner, PorterGeologic History of Utah HintzeGeology of Utah StokesThe Practical Paleontologist Parker, etalThe Colorado Plateau - Geology BaarsCollapse of Evolution HuseDinosaur Herosies BakkerPleistocene Extinctions Martin, WrightPackrat Middens Betancourt, etalCanons of the Colorado PowellDictionary WebsterDictionary: geologicAudubon guide: weatherAudubon guide: fossilsExploration of the Colorado River PowellA Canyon Voyage DellenbaughGeologic Time EicherGeologic Story : Uinta Mtns. HansenCanyonlands Country : geology BaarsRed Sky, Red Water HoodGrand Canyon : An Anthology BabbittGeology river guidebook I Hamblin,RigbyGeology river guidebook II Hamblin, RigbyGeology river guidebook III Hamblin, Rigby

3

86

LIBRARY II

Environmental Perspectives/ Rafting Prescott CollegeBirders Handbook Ehrlich, etalEncounters with the Archdruid McPheeGrowing up Western BackesSagebrush Country FradkinQuiet Crisis and Next Generation UdallGathering at Zion StegnerBeyond the Hundreth Meridian StegnerCadillac Desert ReisnerTrees and Shrubs of the SW Uplands Elmore, JanishEMT ManualRiver Rescue Bechdel, RayDesolation Cyn guidebook (x3)Dinosaur guidebook (x3)Canyonlands guidebook

LIBRARY ill

The Only True People ParkerUinta Basin Field Guide-Paleontology GSAPrehistoric Southwestern Craft Arts TannerThe Anasazi AmblerAncient Hunters of the Far West PouradeAnasazi Ruins of the Southwest Ferguson, RohmIndian Art of the Southwest ShaafsmaLegacy on Stone ColeDictionary of Prehistoric Indian Artifacts BarnettReconstructing Prehistoric Pueblo Societies: Longacre

9, 4

MAPS

88

1 : 100,000 G.S.Seep Ridge Utah/ColoradoJones Hole UtahClay Basin UtahArches Ntl. Monument UtahFlaming Gorge Utah/WyomingIsland Park UtahCanyon of Lodore N. UtahDinosaur Ntl. Monument Utah/ColoradoSplit Mountain UtahStuntz Reservoir Utah

Digital Shaded Relief of South Western United StatesDigital Shaded Relief of Utah

n5

89

SCIENCE EQUIPMENT LIST

Required for all students :- Field notebook- Field book pouch and belt- Hand lens (10x)- Acid bottle (HCI)- Mechanical pencil- Colored pencils- Protractor / ruler- Compass (Silva Ranger)- Map boards (plexiglass)- Binoculars (strongly recommended)

Additional gear supplied for students:- Rock hammers- Easel and writing board- Graph paper

Maps and map tubes (PVC waterproof)- Thermometers- Spotting scope

1) Cereal / Bagelsassorted cold cereal20-22 bagels2 8oz cream cheesejam / peanut buttermilk

4) Scrambled Eggs28 eggs2 onions1 8oz green chili1 1/2 lbs. cheese20 slices breadbutter / jam

7) Potatoe Madness15 -18 potatoes3 onionsgarlicbell peppersmushrooms1 1/2 lb cheese20 -24 bagelsbutter / jam

MENU - FOR 15 PEOPLE

BREAKFAST

2) Oatmeal2 lbs. oatmeal1/3 lb dried fruitbrown sugarbutter

5) French Toast42 slices bread12 -15 eggs2 lbs baconbutter / syrupmilk

8) Egg variationsChiliquiles30 corn tortillas24 -30 eggs4 lbs refries1 1/2 lb cheeseenchilada sauce2 onions

90

3) PancakesKrusteaz pancake mix2 32oz canned fruit2 lbs baconbutter / syrupmilk

6) Couscous3 lbs. couscous1/3 lb. dried fruitbutter / syrupmilk

Huevos30 flour tortillas24 -30 eggs4lbs refried beans1 lb. cheesemild salsa2 onions

1) Tabouli2 lbs tabouli mix1/4 lb tahini7 tomatoesparsley / olive oil2 red onions18 pitas

4) Hummus20 pitas1/4 lb tahini6 16oz cans garbanzos1 1/2 lbs cheese3 cucumbers2 red onions

*one lunch goodie added

1) Tofu Stiffly1 broccoli, 1 cauliflower1 cabbage,1 pepper12 carrots2 onions, garlic6 lbs tofu3 lbs quinoa1/2 lb cashewsoy sauce, ginger

4) Pesto Pasta5 lbs pasta8 -10 oz pesto mix1/2 lb butter'1 onion, garlicparmesian cheese2 loaves fr. bread

7)Burritos30 flour tortillas6 lbs refried beans3 1/2 lbs rice1 1/2 lb cheesevegie condimentsonion,pep,tomatoes,gar

LUNCH

2) PB&J2 loaves bread1 1/2 lbs peanut butter1 lb. jam15 pcs. of fruit

9 1

3) Almond Butter30 bagels1 1/2 lbs almond but1 lb. apple butter15 pcs. of fruit

5) Meat and Cheese2 loaves of bread or 2 boxes of crackers1 lb salami32oz can tuna1 lb cheese and *oz cream cheese4 -6 avocadoscarrots and raisins sometimes added

for each day - candybars, cookies, trail mix

Dli\INER

2) Curry Stew12 potatoes8 carrots1 cauliflower3 onions, garlic2 16 oz coconut milk3 packs soupmix3 lbs couscouscurry powder

5) Spaghetti5 lbs pasta1 #10 tomato sauce1 32oz tomatoes2 onions, garlic2 bell peppers2 loaves fr. bread

8) Burgers24 buns30 tempeh / beef pats.1 lb. cheesecondiments

3) Lentils &Rice2lbs lentils3 1/2 lbs rice2 bell peppers5 carrots2 onions, garlic1 1/2 lb miso

6) Mac-n-cheese5 lbs macaroni2 1/2 lbs cheese4 carrots2 onions, garlic2 16oz can corn

9) Pesole Pie36 corn tortillas2 boxes cornbrd mix2 lbs cheese, 1 lb beef4 lbs canned pintos

92

Appendix G

Curriculum Planning

Curricular Activities / Rafting-Geology-Archeology

Date Topic / ActivityPre-trip Intro. to Colorado Plateau / Slide show

Basic Geological Principals / SlidesFooc Planning(create menus, shop,pack

Equipment organizationDay 1 Precambrian Quartzite / Observation

Boat rigging / loading for the first timePaddle skills / first day on the waterRiver camp systems / daily tasks

Day 2 Scouting RapidsDay 3 Rock I.D. / Sedimentary Rocks

Pa leo-ecological reconstructionPack rat middensContracts

Day 4 HydrologyThrow BagsBoat repair / Patching a floor

Day 5 Headward ErosionDay 6 Geologic Time / Dating

Dune migration / DepositionRock I.D. / Igneous Rocks

Day 7 UnconformitiesRock I.D. / Metamorphic

Day 8 Evolution of LifePetroglyphsFinding a Basket / Ethics of ScienceFaults (Drag faults - Mitten Park)

Day 9 Petroglyph mapping-Deluge ShelterBighorn sheep encounter

Day 10 Geologic time scalesDay 11 Bird watchingDay 13 Petroglyph Mapping - McKee SpringsDay 14 Dinosaur Evolution / Physiology

Dinosaur QuanyDay 15 FaultsDay 19 Mineralogy

Experiential Ed.

Day 22

Day 24Day 25

Day 26Day 27Day 28Day 29Day 30

Permit systemsFish fossilsHistory of American WestRaft Extricationfz-dragsSedimentary ClassificationLararnide OrogenySevier OrogenyWeathering/ErosionPowell Museum visitLittle Grand Fault

MethodologyLectureLecture

for 3 different phases)CooperativeCooperativePresentationCooperativeDiscovery/CooperativePresentationPresentationDiscovery / PresentationJournal ling / InquiryDiscovery / InquiryDiscussionPresentationPresentation / DiscoveryDiscoveryPresentationLecturePresentationDiscovery / PresentationPresentationDiscovery / PresentationLecturePresentation / InquiryDiscovery / DiscussionPresentationField ResearchInquiryStudent presentationsDiscoveryField Research / InquiryLectureGuest lecturerField Research /SketchingLectureDiscussion / Student led

Student PresentationStudent PresentationLecturePresentationPresentationStudent presentation

Presentation

93

Day 31Day 32Day 33

Day 34Day 35

Day 36Day 38

Day 39

Day 40

Day 41

Jurrasic Rock I.D. / DepositionJurrasic EnvironmentsPa leo-ecological ReconstructionChin le formationFossilizationErosional stream processesLandform I.D./ DescriptionGeologic Mapping / Strike and DipFremont '.(uinsPetroglyphsUmcompaghre UpliftFossil LD.Quarternary GeologyPleisticene Megafauna ExtinctionHistory of Scientific Exploration

Inquiry / Journal lingDiscussionStudent Presentation.DiscoveryPresentationStudent PresentationDiscoveryField ResearchDiscovery / InquiryStudent PresentationPresentationDiscoveryStudent PresentationStudent PresentationStudent Presentation

94

95

Sample Lesson Plan - Paddle Rafting

Goal of the Lesson - Students will learn techniques and commands necessaryfor effectively paddling and paddle captaining a raft. This lesson is aprerequisite to learning how to maneuveur the craft on moving water andmaking the boat respond efficiently with the current.

Teaching Method - Presentation / Discovery

Time needed - 30 minutes for introductory lesson.

Materials needed - one paddle for each student ( a raft and a body of water areneeded depending how far the lesson goes )

Lesson Objectives - Identify parts of the paddle.- Learn basic paddle strokes and commands.- Practice strokes and commands on the water.

Content of Lesson :

Teacher's role - With visual aid (paddle), identify the parts of a paddle and howit is held.Students' role - observe, possible note taking.Teacher - Introduces basic strokes (forward paddle and back paddle) anddemonstrates each.Students - Mimick teacher practicing each stroke.Teacher - Explains the five basic commands (forward paddle, back paddle, leftturn, right turn, stop).Students - Practice responding to each command with the proper paddlestroke.Teacher - Discusses the configuration of paddlers in a raft and identifies fourroles in the boat (paddle captain, pace setter, bowman, and paddle crew).Students - Line up on shore in a mock configuration and practice paddling as

such. Work on timing and the use of proper strokes.

On the water:Teacher - Getting into an actual raft, the teacher explains where to sit in theboat and how to brace yourself while paddling. The teacher captains initially torole model good voice projection and demonstrate timing. Student captains canbe rotated in as people get the hang of it and if the water is an appropriatedifficulty.Students - Sit in the raft, in the proper configuration, and respond to paddle

commands as given by the captain.

1

96

Sample Lesson Plan - Scouting Rapids

Goal of the Lesson - Students will learn how to look at a rapid objectively anddetermine the best run for their craft.

Teaching Method - Presentation / Inquiry

Time Needed - 45 minutes to an hour

Materials Needed - A rapid to study and describe (probably Class III or harder)

Lesson Objectives - Student will be able to:Identify prominent features in a rapid (is. rocks, tongue,holes).Chose the safest route for a craft to negotiate the rapid.Describe the position of their boat while in the rapid andhow it will be maneuvered.

Content of Lesson :Teacher's role - Chose a rapid worthy of scouting and point out safetyconsiderations when stopping to scout a rapid. Have students spend about 5minutes observing the rapid on their own.Student's role - Observe the rapid and pick out all significant features.Teacher - Facilitat2 a short question and answer period allowing students todescribe their observations of the rapid.Student - Describe prominent hydrolic features and the rapids greatest hazards.Talk about things to avoid and preferred routes for the boats.Teacher - Divide group into their respective boat teams and have them decideon a run and how they will execute it in their boats.Students - Discuss in boat groups the best way to run the rapid and talk aboutspecific maneuvers and possible paddle commands to position the boat.Teacher - Have students draw sand diagrams of the rapid and, using a rock astheir boat, demonstrate their run.Students - Use sand diagram to demonstrate the position of the raft through therapid, including angles to the current and what commands the paddle captainmight be using.Teacher - Presents some "what if" considerations and asks students to form aplan B.Students - Demonstrate plan B.Teacher - Final check to make sure all students understand what their boatteam plans to do in the rapid.Students - Execute their run on the water.**If an instructor runs the boat through the scouted rapid, students can stillparticipate in determining the safest plan and describe their vision of the run.

97

Curriculm GoalsScope and Sequence

ScopeThe Outdoor Ation curriculum is meant to teach the students specific

skills and knowledge for organizing a ;iver expedition and operating bothpaddle rafts and oar rafts safely through whitewater.

*A primary focus of the course will be to involve students in all aspects ofExpedition Planning (i.e. group food, equipment, travel logistics and personalpreparation).

*Students will discuss the concepts of "expedition behavior" and groupmentality as it applies to the success of the trip.

*Students will gain significant experience,over 750 river miles, bothrowing and paddle captaining rafts.

*Students will become familiar with river living skills and proper systemsfor cooking, setting shelter, disposing of human waste, rigging gear into th3rafts, etc.

*Students will review and advance their understanding of river hydrologyand flow dynamics.

*Students will learn and practice river safety and rescue techniques.*Students will become familiar with the history of river running, with a

special emphasis on John Wesley Powell's exploratory descent down theGreen and Colorado Rivers.

*We will take advantage of other teachable moments as provided by theriver and the canyon themselves.

SequenceThe intended sequence of curriculum was altered, to some extent, by

daily events and teachable moments we could not plan for. This sequence iswritten from the perspective of a logical teaching progression and considersappropriate timing of lessons. It ensures that students understand one set ofconcepts before offering them more advanced material.

*Pre-departure -Personal equipment preparation; what to bring.-Group equipment; what to bring, general maintenanceand care.

-Menu planning and food buying.-Packing of equipment and food for travel.-Discuss "expedition behavior" and commitment.-Lake session: flat water flip drill and man-overboard.

*First 2 days on the river -General camperaft and river systems. ( cooking,dish wash, water pui if ication and water settling, camp selection, and bathroomsystem. )

98

-Knots and tie downs for anchoring the boats and cargo.-Rigging the rafts, including gear configuration and safety.-How to paddle a raft, techniques and paddle commands.-Paddle captaining, steering the boat and usingcommands.-Rowing techniques to maneuver an oar boat .

-Practical experience on moving water.*First week of the trip -Basic river hydrology and flow dynamics.

-Scouting rapids and planning your run.-River signals and boating etiquette for spacing, eddies,etc.

-Using the river guide books to know location and landmarks.

-Throw bag practice.*Anytime during the trip -Dutch oven cooking.

-Permit systems.-River runner history and other early explorers.-River rescue in theory or in practice; situationassessment, haul systems and dealing with a wrappedor flipped boat.-On going refinement of whitewater boating skills andprogressing downstream.

Creating Lesson Plans - Take time to think out the progression of each lesson.A trick to making each lesson more experiential is to write out the roles of boththe student and the teacher throughout a given lesson. If you find that theteacher's role is to talk and talk and talk some more, while the student does alotof listening, then your lesson could use some active student roles. Plan specificways the Mudent can be engaged during each lesson and write out a lessonplan that alternates active roles between the students and the teacher. Anexample of this is given within appendix G.

99

Appendix H

Itineraries

GENERAL TRIP ITINERARY

October 1-5 Pre-trip preparation, in Prescott.

. October 6 Depart to Flaming Gorge Dam. Drop off non-perishableresupply at the J.W.Powell Museum, Green River, Utah.Camp G.R.S.Park.

100

October 7 Drive to launch at Flaming Gorge. Cache a non-perishableresupply at Split Mountain Farm, Jensen, Utah.

October 8-17 Flaming Gorge - Jensen, Utah. - 90 river miles.

October 18 -21 Resupply at Split Mtn. Farm. Off-river time.

Oct. 21 - Nov. 6 Jensen - Green River, Utah. - 200 river miles.

November 7&8 Resupply Green River.

Nov. 9 - 23 Green River - Hite Marina, Lake Powell. - 165 river miles.Take out Hite Marina and return to Prescott.

November 24 Unload gear and derig the trip.

Nov. 25 - 30 Off time in Prescott. Thanksgiving holiday.

December 1&2 Preparation in Flagstaff for Grand Canyon phase. G.C.E.S.orientation and warehouse load-up. Travel to Page.

December 3 Tour Glen Canyon Dam. Rig boats Lees Ferry.

Dec. 4- 30 Colorado River through Grand Canyon. - 280 river miles.

Dec. 30 Derig trip in Flagstaff and return to Prescott.

January 14 Deadline for G.C.E.S. technical report.

Date

October 1-5Oct. 6Oct. 7Oct.8DamOct. 9Oct. 10Oct. 11Oct.12andOct. 13Oct. 14MileOct. 15Oct. 16Oct. 17Oct. 18Oct. 19Oct 20

Oct. 21Oct. 22Deb riefOct. 23Oct. 24Oct. 25Oct. 26Oct. 27Oct. 28Oct. 29Oct. 30Oct. 31Nov. 1Nov. 2Nov. 3Nov. 4Nov. 5DamNov. 6Nov. 7

ACTUAL DAILY ITINERARY

Camp / River mile

P rescottGreen River State ParkFlaming GorgeResevoirLittle Hole / 283

101

Activity

In town preparation & logisticsDepart Prescott to launch pointTravel day*Launch below Flaming Gorge

Browns Park / 266 Scout Red Creek rapidRefuge / 252 Channel selectionLodore Ranger Station / 243.5Pot Creek / 235.2 Scout Winnies, Upper Disaster,

Pot Creek / 235.2Limestone / 228

Jones Hole / 218.6Jones Hole / 218.6Green River (closed)*Jensen(below bridge)JensenJensen

JensenJensen

Rivermile 169Horseshoe Bend / 156River mile 146"fecal point" / 135River mile 123Moon Bottom / 109Boat Bottom / 97Gold Hole / 81Peters Point / 74Rock Creek / 53Rock Creek / 53Big Canyon / 42.5Rabbit Valley / 28.5*River mile 7

Green River State ParkG.R.S.P.

Lower Disaster RapidsLayoverScout Triplet Falls and Hells Half

Hike in Echo ParkLayover / Deluge ShelterScout S.O.B.*ResupplyFood buy, laundry (Vernal)a.m. personal timep.m. Petroglyphs / Rainbow ParkDinosaur QuarryHarper's Corner / Mid-course

flat water day (channel selection)flathalf day layover-curricularflat*No services in OurayPetroglyphs up canyonflat*Begin Desolation/Grey sectionShort river dayScout Steer RidgeLayoverElection DayScout Wire Fence, Three FordsScout Coal Creek,* Diversion

*Resupply-Green River ,UtahShop, laundry, mail, museum

Nov. 8Nov. 9Nov. 10Nov. 11Nov. 12Nov. 13Nov. 14Nov. 15Nov. 16Nov. 17Nov. 18Nov. 19Nov. 20Nov. 21Nov. 22Nov. 23Nov. 24-29Nov. 30CanyonDec. 1stWegnerDec. 2Dec. 3p.m. rigDec. 4RapidDec. 5Dec. 6Dec. 7NautiloidDec. 8Dec. 9Dec. 10Dec. 11-13LayoverDec. 14Dec. 15CreekDec. 16Dec. 17Dec. 18Dec. 19Dec. 20Dec. 21

River mile109.5Trin Alcove / 90Trin Alcove / 90Hey Joe / 76Oak Bottom / 62Upheaval Bottom / 44Upheaval / 44Upheaval / 44River mile 29River mile 11Brown Betty / 212Brown Betty / 212Rapid 20 / 203Dark Canyon / 183Take out Lake Powell

Flagstaff

Wahweap MarinaLees Ferry

Jackass / 8

North Canyon / 20South Canyon / 31.5Eminence Break / 44.5

Nankoweap / 53Nankoweap / 53L.C.R. / 61Basalt Canyon / 69.5

Grapevine / 81Granite Rapid / 93

Little Ruby / 104Blacktail / 120Panchos / 136Panchos / 136Ledges / 151Gateway / 171.5

102

Launch 1 p.m.Long river dayLayoverHike Hey Joe mineHike up and over Bowknot BendLayover campHike to Upheaval DomeDay off

Begin Cataract CanyonLayover / Dolls HouseScout Mile Long Rapid*Scout Big DropsReturn to PrescottDerig in PrescottOff time in Prescott*Town preparations for Grand

*G.C.E.S. orientation w/ Dave

*Pack out at 0.A.R.S. warehouse*a.m. Glen Canyon Dam tour /

LAUNCH G.C. Scout Badger

Scout Soap Creek ,HouserockScout 24 mile, 25 mileHike Stanton's, Redwall,

Hike Eminence BreakLayoverScout KwaguntHiked Carbon/Lava loop -

Scout Hance, Sockdolager*Phantom Ranch / Scout Horn

Scout Granite, Hermit, Crystal!Hike Elves Chasm

LayoverHike Kanab, Scout UpsetHike Havasu

Dec. 22Dec. 23-26Dec. 27Dec. 28up.Dec. 29Dec. 30Dec. 3114th

Whitmore Wash / 188Granite Park / 209Gneiss Canyon /236Night Float / 259-273

Pierce Ferry / 280Return to PrescottWrap-up logistics

103

Scout Lava Falls!*Christmas LayoverPass Diamond Cr./ Scout 232*Pulled over by 12:30 a.m. Tied

*Take-out at 9:30 a.m. / DebriefDerig 0.A.R.S. warehouse*Academics done by January

* Asterisks denotes further comments on the course area and generalitinerary considerations. Comments listed on following page with correspondingdates.

ADDITIONAL ITINERARY COMMENTS

October 8 - The launch at Flaming Gorge Dam is small and heavily used byboaters and fisherman. Rafts must be inflated before driving down to the launchpoint so it is worth while to pack them accessibly for a launch on this section.

Oct. 17 - Green River campground is closed during low-use season. Allplumbing (toilets and drinking water) is shut off for the winter. If you camp justupstream at the Split Mountain campground there will be outhouses, but norunning water. Human waste and other garbage may be disposed of at the SplitMtn. ramp.

Oct. 18 - Resupply in JensenNernal. We were camped on the river as close tothe road as possible. Much of the surrounding property is privately owned butwe were able to get permission to camp and use small access roads. Jensenhas limited facilities, so most of our resupply was done in Vernal. Jensen doeshave a gas station with propane available, a convenience store and cafe'.Showers can be arranged with the Colorado Outward Bound School in Jensen.Vernal is a fairly large town with major grocery stores, several restaurants,laundromats, post office, bars, thrift store, Public Library and a museum that ishighly recommended. We also made use of the small airport as a part of ourshuttle logistics. The Dinosaur Quarry of Dinosaur National Monument, is abouta 15 minute drive from Jensen.

Oct. 27 - The town of Ouray has virtually no services what so ever. There are afew residents, so if you needed a phone in an emergency there would probablybe one available.

104

Oct. 30 - Fewer days are needed, for the section between Jensen and Sand

Wash , than we actually allowed. Six days would be sufficient if you wanted to

buy yourself time to spend in Desolation/Grey.

Nov. 4 - There are many good camps in this area; Trail Canyon, Cow swim,

Wire Fence, Three Canyon, Range Creek, Lion Hollow, Cedar Ridge, Rabbit

Valley, and just below Rattlesnake.

Nov. 5 - The diversion dam above Green River is kind of a nasty thing to run in a

raft. Always scout to see if it seems feasible and safe. The concrete structure

has jagged rebar throughout and the water feature made by the dam is an oddly

symmetrical recirculation. The rapid immediately below the dam is also worthy

of caution. Camping in this area is marginal.

Nov. 6 - We arrived at the Powell Museum, right along the river, at noon to pick

up the non-perishable resupply we cached there on our drive to the launch.

Special arrangements were made, but the museum seems to have ample

storage space for such things. The museum contact is JoAnne Wethington (801)

564-3427. We camped at Green River State Park for three nights. It is open year

round and has hot running water and shower facilities. As a group you pay two

dollars per person per night. The park is walking distance fro'i town, but it was

extremely helpful having a vehicle to do numerous errands. Green River is a

small town but t has the essentials ; groceries, propane, laundry, cafes and

Ray's Tavern. No facilities for dumping human waste are available during the

off-season.

Nov.16 - Good camping at Anderson Bottom.

Nov. 17 - Good camping just below Turk's Head on right.

Nov. 21 - Last good camp before lake.

Nov. 30 - Dec.3 - During this time, we were coordinating logistics between ourongoing support from Prescott College and our new relationship with theG.C.E.S. From Prescott we brought only minimal gear, being primarily personalitems. The Prescott van left us in Flagstaff to be looked after by those at the

0.A.R.S. warehouse. The students were able to participate it in packing out the

trip but this effort was organized entirely by 0.A.R.S. Our one night in Flagstafftook advantage of friend's floorspace for accommodations. The following night

we stayed at Waweap Marina near the Glen Canyon Dam. Early arrangements

made it possible to camp at the marina for free as an educational group. We

had also made prior arrangements with the dam supervisor to assure us aspecial lecture presentation and dam tour. Our tour lasted from 8 a.m. to almost

11 p.m. and had us at Lee's Ferry by 3 that afternoon. Although we were a

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research group we arranged to see the slide presentation designed for privateriver runners to orient them tn Grand Canyon systems.

Dec. 15 - Phantom Ranch is the only commercial concessionaire stop in thecanyon . A kitchen is run for private overnight guests and so some food staplesare available for purchase. We were able to buy assorted black teas, popcorn,and pancake mix. Also available in the snack shop are candy bars, gum... Mailis delivered to Phantom Ranch each day by mule so you may have things sentin to you or out going at Phantom. There are two pay phones at the ranch aswell. Send mail to River Runner Mail, Phantom Ranch, P.O. Box 129, GrandCanyon, Az.

Dec.24 - Granite Park is not where you would want to layover in mid-July, but itmade the perfect Christmas layover for us in the middle of some cold days. Wehad direct sunlight on our camp from 9 a.m. to 3 p.m. A record for this portion ofthe trip.

Dec. 28 - Doing a night float below Separation canyon has several variables toconsider. The primary thing to be aware of is the level of Lake Mead. The lakelevel affects two things; how long you will have current through the night andwhat the take out will be like at Pearce Ferry. A low lake is good for night floatsin that the current is strong further along downstream and so you are likely tomake more miles. However , you might be so successful in floating that you goright past your take-out. It is important to have someone awake the whole timeto keep track of where you are. A low lake does however bring out moreobstacles to contend with in the dark (rocks, bushes, and sandbars). Full moonnights are great for floats, but so is a good strong flash light. Low water can alsomake the take-out tricky in that you can't simply beeline for the parking lot whenyou see it because of the severely sticky mud flats along the way Instead youmust stay with the current right to the last minute before turning away fromPearce bay and then make a deliberate upstream pull into the bay and acrosssome potentially very shallow water.

1 : 2

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Shuttle Itinerary

Date Vehicle Schedule / Resupply CachesOctober 6 Depart Prescott with one van pulling a trailor and one

pickup truck.The van and trailor are also equipped withroof racks for gear.One shuttle driver accompanies group.Resupply cache is off loaded in Green River, Utah.

October 7

October 8

October 18

October 21

November 7

November 22

Pickup truck with resupply items is left at prearrangedlocation in Jensen, Utah. Shuttle driver continues withgroup to the launch in only the van pulling the trailor.

Shuttle driver takes van to Jensen and loads the resupplyitems from the pickup into the van. Trailer is hitched onto thepickup truck and the shuttle driver takes the truck and trailorto Prescott.

River trip arrives in Jensen to get resupply van. Resupply iscarried out and the van is useful to the group during a fiveday layover.

Shuttle driver takes a flight from Prescott, Az. to Vernal,Utah. When the group launches again on Oct. 22 theshuttle driver returns to Prescott with the van.

Resupply in Green River, Utah requires no vehicle.However, a vehicle would be very useful. Non-perishablefood had been previously cached and grocery store is amanageable walking distance.

Pickup trip at Hite Marina with a van and trailor, each withroof racks. A van for passengers and a duel axle cargo truckfor easy loading, is also an excellent option.

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Appendix I

Student Projects

Student Name

Jhala French

Andy Persio

Rob Noonan

Eric Howard

Kim Buck

Jack Collins

Marya Felenchak

Jim Donovan

Marc Clausen

Matthew Turner

Kirsten Rowell

Student Projects / Presentations

Primary Project

Fremont Rock Art

Pa leo-ecologicalReconstruction of Morrison fm.Physiographic cross-section ofGreen and Colorado riversHistory of Westward Expansion

Pleistocene Extinctions

Photography

Literature of Science

Pleistocene Migration

Affects of Litho logy on RiparianPlant CommunitiesPermian/Triassic Extinctions

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Secondary Project

Colorado River Compact

Volcanism/Grand Canyon

Stream Anatomy

"Sense of Place"

Weathering

Stream Processes

Comparison of ThreeGeologic and ExplorationExpeditionsStanton's Cave

Colorado River StorageProjectDinosaur Physiology

Hisatsinom Religion Evolution of Grand Canyon

G.C.E.S. Projects

Jhala French and Julie Munsell - Water Temperatures

Marc Clausen and Kim Buck - Passerine Transect

Rob Noonan and Jim Donovan - Migratory Waterfowl Count

Jack Collins and Marya Felenchak - Beach Photography

Eric Howard - Trout Count

Kirsten Rowell - Eagle Count

Andy Persio - Mammal Count

Matthew Turner - Weather Observations

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Appendix J

Learning Contracts

Fill in the front of this form at the beginning of the classMake three copies: student, faculty and advisor.

COURSE CONTRACT FORM110

(Not to be used for independent studies') 19FEFcCOURSE TITLE PACMTY wE

SBSTUDENT ADVISOR Summer

GOALS (Why are you taking this course? In what way is this course pertinent to youreducational program?)

OBJECTIVES (What new knowledge and skills do you expect to gain in this course? Whatattitudes and values do you expect to examine? What procedures will you follow? Be asspecific as possible.)

EVALUATION (What will you do or provide as a basis for final evaluation in this course?Relate these to the stated objectives.)

CHECK THIS BOX IP YOU WISH TO RECEIVE A LETTER GRADE FOR THIS COURSE!!

Fill in this side of the form at the end of the class.

COURSE DESCRIPTION: The course description written for the course will be used unless adifferent description is attached here.

111WHAT IS WRITTEN BELOW IS PART OP THE STUDENT'S PERMANENT RECORD AS IT APPEARS HERE, AND IS SENTOUT WITH ALL TRANSCRIPT REQUESTS IN THE FUTURE!

INSTRUCTIONS: 1) Student completes the self-evaluation portion when all class work andassignments are finished, then submits it to the faculty member.

2) Faculty member completes the faculty evaluation, number of credits, upper orlower division, dates and signs the form, and turns it in to the registrarwithin 2 weeks of the last day of class. Unsatisfactory work (grade of D orF) is not awarded credit at Prescott College.

DO NOT EXCEED THIS SPACE

Student's Self-Evaluation:

Faculty Evaluation:

Number of credits awarded

Level of Credit: Upper Division ni(Check one) Or

Lower Division

Faculty Signature

Date

Letter Grade (if requested on front)